University of Windsor Scholarship at UWindsor
History Publications Department of History
2013
New Directions for Research and Pedagogy in Book History
Leslie Howsam University of Windsor
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Recommended Citation Howsam, Leslie. (2013). New Directions for Research and Pedagogy in Book History. Knygotyra, 60, 7-18. https://scholar.uwindsor.ca/historypub/13
This Article is brought to you for free and open access by the Department of History at Scholarship at UWindsor. It has been accepted for inclusion in History Publications by an authorized administrator of Scholarship at UWindsor. For more information, please contact [email protected]. (Online) ISSN 2345-0053. KNYGOTYRA. 2013. 60
Straipsniai NEW DIRECTIONS FOR RESEARCH AND PEDAGOGY IN BOOK HISTORY
LESLIE HOWSAM
University of Windsor 401 Sunset Ave, Windsor, ON N9B 3P4, Canada E-mail: [email protected]
This article addresses contemporary trends in the history of the book, focusing on both research and teaching. Given the great complexity of the interdisciplinary study of book science (called ‘book history’ or ‘the history of the book’ in North America and Britain, and l’histoire du livre in France), students may be confused or overwhelmed when the subject is introduced. They may legitimately ask what they can expect to learn, and how the subject will be organized. This is especially relevant because their generation has grown up with computers and with digital texts, and also with a cultural discourse of globalization. The article considers the challenges of teaching and learning the history of the book from two points of view, both of which have produced rich results in research over the past twenty to thirty years. The first identifies each individual book as a means of communication and cultural transfer; the second incorporates “the book” as a conceptual category in larger historical narratives working from the perspectives of time and space. While both perspectives can be of value for an introduction to this protean subject, neither offers a fully satisfactory response to the challenge of producing a coherent narrative. There is a discussion of transnational approaches to the history of the book; these are compared favourably to the more limited national approach, but the scholarly impulse to undertake the latter is contextualized. The article concludes with a discussion of Digital Humanities and demonstrates how this new field of study can work collaboratively with scholars in book history. Key words: book science, book history, communication, literature, pedagogy, nation, transnational, digital humanities.
To the seasoned scholar, and even to the well- by scribes and on typewriters, and also to trained postgraduate student, the history pixels on the computer or e-reader screen; it of the book is notable for its complexity. encompasses the human agency that creates, This history extends far beyond the limits mediates and appropriates the texts carried of the familiar volume form to marks on by these changing marks. This complexity stone and clay, to manuscripts produced makes generalization difficult, perhaps even
7 impossible. Even with a focus limited to authorship, publishing / editing, printing the printed book in codex format, scholars / binding / distribution, then reading and know that, ultimately, every copy of every reviewing). This “communication circuit” book printed from the fifteenth to the early starts with the author, moves on to the nineteenth century is unique, and that publisher (who has the power to make a work even the superficial uniformity of machine- public) and the editor and other mediators printed books conceals a complicated web of who collaborate with the publisher to cultural, economic and political decisions.1 design both text and book, then to printers But if every single book has its own story, and other producers (plus shippers and, in how can “book history” or “book science” be Darnton’s case, smugglers); then to readers; presented to novices as a coherent narrative? and around again, as readers influence the In this brief article, I will reflect on the next generation of writers (who are, in turn, challenges inherent in teaching and learning readers themselves) [6].2 the history of the book by considering those Many scholars have critiqued the challenges from two wide-ranging points of communication circuit model, recognizing view. The first identifies each individual book that it captures only a narrow slice, even as a means of communication and cultural of the life of a single book. (What about transfer; the second incorporates “the book” the movement of a text through time, as a conceptual category in larger historical and through various textual forms and narratives working from the perspectives material formats, for example?) In a 2007 of time and space. While I will argue that article, Darnton himself recognized this both perspectives can be of value for an shortcoming and also realized that he hadn’t introduction to this protean subject, I will left a space for the survival of the book as an also demonstrate that neither offers a fully object, collected and collectible, enduring in satisfactory response to the challenge of libraries [7]. The circuit model is a helpful finding a coherent narrative thread. way to think about how books, especially printed ones, come into being. It highlights I the elements of the creation story borne Students in North America and Britain are by each individual book. For students and often introduced to thinking about the book scholars new to the field, it provides a useful in historical context by learning what Robert reminder of how the several elements and Darnton suggested many years ago: to processes are typically connected, but the visualize a circuit that delineates the processes model still doesn’t capture the full complexity of composition, mediation, production, of the collective history of the book as a and reception (in modern western terms, material object that supports a written text.
1 For a cogent argument of these problems, see 2 For textbooks, see Finkelstein and McCleery Dane [4, 192]. [8; 9].
8 The communication circuit carries book”, conceptualized as an abstract entity, an implicit bias in favour of modern functions in a given society (or as a medium individualist concepts of authorship and of communication between societies) than in publishing, concepts which also underpin the mechanics of particular texts or specific the disciplinary conventions marking the objects. But despite the fact that disciplinary boundaries of literary, bibliographical, and habits of mind are so powerful, it is not historical research. In Old Books & New possible fully to separate any of the three Histories: An Orientation to Book & Print aspects of the book from either of the others. Culture Studies I offered an analysis of Although everyone who defines their research contemporary scholarship by highlighting and scholarship in terms of “book history” or the productive tensions among the several “book science” uses all of these approaches, academic disciplines within which it is the set of assumptions from the discipline practiced [12]. In North America and the in which they received their intellectual United Kingdom, at least, most of the formation is likely to dominate. scholars who identify themselves in terms In any case, there are more than three of “book history” locate their work in one disciplines in the twenty-first-century of three disciplines and one of three related academia with an interest in “the book” – and perspectives. Bibliographers look at “the many of these are concerned with the workings book” primarily as a discrete material object; of texts and books in contemporary society, literary scholars think of “the book” in terms and with modern media. The disciplines of a specific written text; andhistorians think of cultural studies and communication of “the book” in more abstract terms as a kind studies are inclined to use a more theoretical of social or cultural transaction. It is difficult language than many historians of the book to match Darnton’s processes of composition, feel comfortable with, such as the work of mediation, production and reception with Freidrich Kittler [17]. Those disciplines the three core disciplines, since each process tend to think of “the book” in terms of a can be thought of from several disciplinary transaction or exchange, while emphasizing perspectives, and each discipline approaches larger patterns of communication, and this the various processes in different ways. contributes to an enriched conceptualization The balance of interests can be viewed as of the study of book culture as inherently a metaphorical coin – it is impossible to interdisciplinary. separate the bibliographical object from the Both the communication circuit literary text, or the text from the book as they and the critique in terms of disciplinary are two sides of the same coin. But when boundaries share the tendency artificially you come to the historian’s special interest, to compartmentalize separate aspects of the the biblio-coin is used for exchange [14]. history of the book, aspects that actually Historians are more interested in how “the interact with each other. Reading and
9 reception are not only shaped by mediation; science, of the management of information, they also help publishers and booksellers – and of the historical discipline itself. There is mediators – to establish their policies. Authors a substantial minority of impressive studies themselves, however artistic their motives, of scientific books; leading scholars include are aware of the interest that publishers Adrian Johns [15], James Secord [21], and readers take in their work. Thinking and Jonathan Topham [26]. In Too Much about production and reception in terms of to Know: Managing Scholarly Information categories, rather than in terms of individual before the Modern Age, Ann Blair explores texts, can be helpful in this respect. Several the techniques by which our predecessors scholars now undertake research into how dealt with their own problem of information various genres are written, made public, overload [3]. Some scholars are now entering received and preserved. The standard way, another subject domain by looking at the at least in North America, of using the word publishing history of history books – to show “genre” – in English literature, for example – how changes in the realm of book publishing is to talk about literary or textual categories in the nineteenth century intersected with (poetry, drama and prose – with the latter changes in the study of history, in particular subdivided into novel, short story, creative the professionalization of history as an non-fiction and so forth). What has been academic discipline, as opposed to a narrative of more significance to book historians, literary form [13]. however, is something we might identify as In the book business (and therefore subject categories, where literature is seen in also in the study of book history), however, juxtaposition with science, history, philosophy there are other kinds of categories, some or other subjects. The intellectual and of which are sometimes called genres. One literary categories intersect with other bookly such subdivision is the material format in categories, such as the material format or the which a text appears – but the labels for target market. In Anglo-North American format (hardcover / paperback; trade / book history focused on the early modern and mass-market; comic book / graphic novel; modern period, the overwhelming majority various kinds of periodicals; manuscript of studies are about works of literature, book; electronic-book, and so forth) tend to especially fiction. Our understanding of relate to the anticipated readership, or target literary history is shaped by ever-increasing market of the book, rather than to its status knowledge of how the processes of authorship, as a material object. publishing / distribution and reading – of Students bring different questions, both canonical and non-canonical works – assumptions, and expectations to the history appeared in different cultures. But the (or science, or culture) of the book. Their circuit of communication made an impact interests may be practical or theoretical, or on other histories, too – the histories of perhaps a combination of both. The way in
10 which students will react to a communication II circuit, whether or not complicated by genre The great French historian Emmanuel Le categories and disciplinary boundaries, Roy Ladurie once divided historians into will depend on these orientations. For two types – the truffle-hunter who combs the student preparing for a career in the archives for detail, and the parachutist library work, publishing or bookselling, a who seeks patterns in a totalizing perspective. generalized awareness of the processes by Students often start with a parachute and which books come into being, and go into only later find themselves searching ardently use, will help contextualize their immediate for the truffles. The totalizing, or universalist, experience. When the point of view is more academic, or theoretical, reference to the way of looking at the history of books avoids broader communication circuit helps to detail in order to insert “the book” into larger keep the scholar in touch with the larger historical narratives operating over long context into which their specific, perhaps periods of time. The most straightforward very tightly focused, research project fits.3 way to approach it has been to establish In both cases, the books are identified as a chronology – to start at the beginning, media of communication and of cultural wherever that may be, and keep going until transfer, a powerful combination of text and one reaches the present time. Such a project material object. Like broadcast and other is more complex than it may first appear, media, books are framed in terms of forging whether it is applied to a nation, a political connections between and among people. movement or to an abstract concept like the history of the book. What is meant 3 In institutions and jurisdictions where the by the terms “book” and “history”? For study of the book has tended to be intellectual the purposes of this article, I am defining and academic rather than applied and career- oriented, teaching programs tend to be inter- “the book” as a means of preserving and disciplinary and offered at the graduate level; transmitting information, knowledge, and the instructors involved spend most of their stories in material form, and “history” in time teaching undergraduates within their own terms of narrative and interpretation. But discipline and seldom have the opportunity to engage with colleagues who share their interest this definition begs a question: when does in “the book”. (One of the reasons why people the history of the book begin, how does it enjoy the annual conferences of the Society develop, and where does it end? Is a universal for the History of Authorship, Reading, and Publishing is that those meetings give us an account of book history even possible? opportunity to be with others who share their The conventional chronology starts with interests and assumptions, even if only for a few the substrate and with western Asia: records days). In other institutions and jurisdictions, however, there exists a self-contained discipline preserved on clay tablets in Mesopotamia, of “book history” or “book science” where the moving on to writing on papyrus, then training may include a theoretical aspect, but parchment, then paper. The format converts focuses upon practical preparation for careers in publishing, bookselling, and librarianship. from scroll to codex about the second century
11 CE and then again from manuscript books turning points can be reduced to fifty words: to printed ones about 1450 with Gutenberg manuscript codex replaces the unwieldy scroll; in Mainz. Genres also change over time, printing with moveable type makes authorship, notably with religious and scientific works publishing, and reading accessible to elites; giving way to the “birth of the novel” in the steam-powered technology extends accessibility eighteenth century, but handpress printing to ordinary people; mass-market publishing in continues for hundreds of years. The mecha- paperback makes the book a commodity; digital nics of book-making start moving forward technology changes everything – the format of again beginning in the early nineteenth books, their production and marketing, and century with machine-made paper and the reading experience. Scholars will easily steam-powered presses. The marketing of identify the biases and oversimplifications books to a wide readership is made possible inherent in a mini-history thus set out, by various other technological innovations, but many generations of students have notably paperback binding in the twentieth encountered such a streamlined narrative century – and the story culminates in the and used it as a base upon which to build appearance of digital technology in the early a more complex story, and ultimately their twenty-first century. own critical analysis. Academic historians are inclined to resist Research over the past twenty years the teleological notion of “progress” implicit has critiqued the universal chronological in this well-worn narrative, but the concept narrative from two directions – the national is difficult to ignore altogether, especially in and the global. Established scholars who the classroom. The model of progress implies specialize in literary history, bibliography, that the book has moved or “evolved” from a media studies and related subjects have acted primitive to a more sophisticated medium; in upon a strong impulse to write a nationally- particular, it has developed from a primitive focused history of the book, organized to a more sophisticated means of preserving around the literary and media history of and transmitting information, knowledge, their own country. Meanwhile a later cohort, and stories. One of the challenges of including students of the scholars who are instilling a sense of historical-mindedness writing national histories, are calling for a in students is helping them to overcome globalized perspective capable of responding simplistic notions of progress and to situate to their generation’s values. historical events, lives, and objects in specific For many scholars (and for some publish temporal and geographical contexts. At the ers), the self-evident way of thinking about outset of a course of study, however, the “book history” has been in national terms: simple chronology offers advantages to the to particularize the universal narrative and instructor setting out to introduce the history establish the definitive history of authorship of the book to undergraduates. Five major and knowledge production, of printing and
12 publishing, and of reading and scholarship the investment capital, the products, and for their own country. Significant resources the customers all cross national boundaries of research grants, publishing capital, constantly, why should “nation” be the and government funding have gone into defining paradigm? Similar questions producing multi-volume histories of the have been asked in the broader historical book in various national configurations. profession, where an interest has developed Perhaps, especially for scholars whose in a globalizing or totalizing history, where intellectual formation took place in the accounts of imperial power are upended by 1950s and 1960s, it was the national examining them from the point of view of narratives that mattered. And each country’s colonial resistance. Scholars reason that it experience – of authorship, of publishing and should be possible to consider both sides distribution, and of reading and reception – of the imperial / colonial transaction, and was different, sometimes in unexpected ways the way they affect each other, at the same that had to be uncovered by painstaking time. Some even speak of an “entangled” research and announced in conference history (l’histoire croisée) [28]. One example papers that preceded the multi-volume of a transnational history of the book is The books. But the nation-state approach is also Portable Bunyan: A Transnational History about theory, a theory of nationalism and of The Pilgrim’s Progress by Isabel Hofmeyr national identity, which goes much deeper who is based in South Africa [11]. John than friendly competition between the book Bunyan’s The Pilgrim’s Progress is thought historians of various places. Numerous of as a quintessentially English book rooted scholars and students have been persuaded in the English Reformation, along with the by Benedict Anderson’s idea that readers Bible, likely to be the only book owned by form an “imagined community” whereby working people right through the nineteenth they define themselves in national terms century. Hofmeyr convincingly recasts it as because they think of themselves as reading an African book; she finds many editions the same novel, or the same newspaper, as in African languages, with illustrations someone else in the same country [1]. But and variant translations, each of which Dallas Liddle [18], Sydney Shep [22] and appropriated the text for African purposes. others are using the study of material books She argues that it was this appropriation (or in historical context to critique and unsettle rather, it was a reaction to this appropriation) Anderson’s influential theory. that actually caused the identification of The Perhaps ungratefully after all the energy Pilgrim’s Progress as a typically English book. devoted to writing national histories, So the colonial “peripheries” were “writing some commentators have begun to ask an back” (as postcolonial literary theory puts awkward question. In an industry where it) [2] to the imperial centre, and inscribing the raw materials, the skilled producers, their own perceptions and preoccupations
13 on books, even literary classics, which had This passage was written around the been created a long way from where they time most of the national histories of the were being recovered. Other historians of the book were being founded as research and book, notably Robert Fraser [10] and Sydney publishing projects. Shep [22], have followed Hofmeyr in seeing If one were to map the three core book- the possibilities for removing the unnatural history disciplines on to what Darnton said barriers of nation and state in our accounts at that time, “the English” would be the of what happens to a book over the course of bibliographers (and the literary scholars) years, decades or centuries, as its composers, interested in the text in relation to the producers and consumers move – not in a material object, and “the French” would decorous circuit handing the book on from be the historians doing quantification one to the next – but undertaking vast and socio-cultural history, as would “the journeys across and around the world, taking Germans” with an alternative historical texts and books along and transforming focus on economics and trade. But merely to them in the process. In my experience, attempt such a mapping is to see it dissolve. students are receptive to an approach like For one thing, the “history-from-below” this, one that upsets preconceived ideas and tradition in Britain (associated with E.P. offers attractive alternatives. Thompson) is another way of doing social The transnational approach is not and cultural history and the one that is very distinct, however, from the chronological, attentive to trends in the print culture [25]. the national, the communication circuit or And scholarship in continental Europe is disciplinary boundaries. In this context, it attentive to materiality, although not from is useful to return to something Darnton the analytical-bibliography point of view. All wrote in 1994: these national scholarly traditions also work with material texts (either literary texts, or “[In spite of] the internationalization of with journalism in the form of newspaper the field, one can still detect national accents history). So Darnton’s “national accents” can among book historians. The English tend to emphasize analytical bibliography and prin- be muted to some extent. His “moment of ting; the French, quantification and socio- pessimism”, though, conveys a crucial point cultural history; the Germans, economics and about the different kinds of source material the book trade. Those emphases derive from each country has preserved. In the case of the erudite traditions of the nineteenth cen- Germany, it is the archival record, rather tury, and to a large extent they correspond to than the national propensity, which makes the nature of the documents available in each country... In moments of pessimism I some- the history of the book in Germany seem to times think that the pattern of book history be about trade. Certainly for Britain, very looks different in each country simply because few booksellers’ records have survived, and each country has preserved a different kind of those who study Britain also don’t have ways source material” [5, 3]. to trace the production of cheap tracts that
14 were equivalent of the “bibliotheque bleu” in object to the Eurocentric character of these early modern France. Apart from the vagaries simplified accounts. Neither allows for the of archival survival, the differences from one history of the book in Asia, for example, nation’s book culture to another have more where pictographic writing systems have to do with the ways in which the practices meant different developments in relation to of making, distributing and reading books printing [19]. Even in the European context, differed (and still differ) from one place to there is no room in the circuit model or the the other than with their “erudite traditions”. universal chronology for specific regional Nor do many books remain in the nation histories – the persistence of handwritten where they were first written and read. books in Finland [20], or the resistance in While all this research and theorizing Lithuania to the banning of the national press about the history of the book has been in the nineteenth century [24]. Nor does the going on among scholars, the world has narrative apply to any situation where we gone through two or three decades of want to take into account the writing systems profound transformation. Old political used by aboriginal people; in the case of alignments and conflicts have given way Canada, Germaine Warkentin argues that we to new tensions and fresh challenges. The should learn to think of the beaded wampum economic and cultural developments, often belts used by some native-Canadian tribal labelled “globalization”, have altered many groups as a form of “text” – and therefore to assumptions and conventions. And the think of the history of the book in Canada rapid developments of the internet and beginning with native peoples’ writing of digitization have affected every aspect systems, rather than with introduction of of the book in contemporary society. the first printing press in the eighteenth Professors are discovering, sometimes to century [27]. As a result of these attitudes, their chagrin, that students don’t learn the not least of which is the independent way their parents and grandparents used to thinking characteristic of contemporary do. And young people, including university students, both the circuit model and the students, share the values that shape their universal chronology become more useful as perspective on their studies – values about introductions to the complexity of the study the environment and about racial and gender of book culture than ends in themselves. equality, for example. Students in 2013 may III balk at the assumptions inherent in both the communication circuit and in the standard Since about 2011, digital humanities has chronology. Because they are citizens of a become a very significant trend in literary and globalized world and feel as comfortable with historical scholarship, although “humanities digital texts as seventeenth-century children computing” dates back to the 1940s. The did with printed books, they are liable to terms embrace a number of methodologies
15 and theoretical approaches to bringing the media such as websites with nonchalance, computational power of digital technology they are also acutely aware of changing to bear on the problems of humanities technology, because such changes have scholarship, such as the analysis of texts been their life experience. People in their and of movements in human geography. twenties and younger are sometimes called Digital humanists trace trends by parsing “digital natives” – as opposed to the “digital large chunks of text in machine-readable immigrants” who remember arriving on form, by mapping trade statistics using the the shores of computer-based textuality. Geographic Information Systems software, One of my students once wrote in her and by developing various ways of visualizing final examination paper for a course on the trends drawn out of large bodies of data. A history of the book: “The book is a shape- number of scholars in this field are driven shifter” [12, 3]. It was deeply gratifying to by a consciousness of the parallels between see the complex knowledge of generations the Gutenberg moment of 1450 and our of scholars translated, through my teaching, contemporary transition from the printed into the language of popular culture. page to digital devices. Already digitalization To approach the history of the book by and the internet have affected the experiences a chronology is to pose serious questions of authorship, publishing, and reading. about its beginning and its contemporary Scholars such as Ray Siemens [23] and manifestation. The scholars working on Matthew Kirschenbaum [16] are working to these two aspects, archaeologists and interpret the way we use new technologies by anthropologists at one end and digital bringing to bear their deep understanding of humanists at the other, share some the way the printed page has been designed, assumptions about “the book” with the produced, and used in the past. This is not literary, library and historical scholars who a simple matter of “history repeating itself”, focus on books from the middle ages to the but rather of a contemporary technological twentieth century. The latter group have revolution helping us to contextualize the developed such concepts as a communication technologies of print-on-paper that the circuit, a focus on both national and twentieth century took for granted. transnational narratives, and critiques of Students encountering the history of disciplinary and category boundaries. The the book for the first time in university lesson taught to newcomers is also constantly classrooms do not regard the printed being re-learned by experts: the texts of book as an unproblematic (because over- books change over time, the material format familiar) technology in the way their keeps shifting, too, and the ways we use the parents and grandparents did. But while book in various societies transform along they approach the digital book and related with text and format.
16 REFERENCES 1. ANDERSON, Benedict. Imagined Com- London; Toronto: British Library; University of munities: Reflections on the Origin and Spread of Toronto Press, 2009. Nationalism. Revised ed. London: Verso, 1991. 14. HOWSAM, Leslie. The practice of book 2. ASHCROFT, Bill. The Empire Writes and print culture: sources, methods, readings. In Back: Theory and Practice in Post-Colonial Litera- The Perils of Print Culture. Ed. Jason McElligott. tures. 2nd ed. New York: Routledge, 2002. Houndmills, Basingstoke: Palgrave Macmillan, 3. BLAIR, Ann. Too Much to Know: Manag- forthcoming 2014. ing Scholarly Information before the Modern Age. 15. JOHNS, Adrian. The Nature of the Book: Princeton: Yale University Press, 2010. Print and Knowledge in the Making. Chicago: 4. DANE, Joseph A. The Myth of Print Cul- The University of Chicago Press, 1998. ture: Essays on Evidence, Textuality, and Biblio- 16. KIRSCHENBAUM, Matthew. Mech- graphic Method. Toronto: University of Toronto anisms: New Media and the Forensic Imagination. Press, 2003. Cambridge, MA: MIT Press, 2008. 5. DARNTON, Robert. Book History: the 17. KITTLER, Friedrich. Gramophone, State of Play. SHARP-News 3, Summer, 1994, Film, Typewriter. Stanford: Stanford University p. 2–4. Press, 1999. 6. DARNTON, Robert. What Is the History 18. LIDDLE, Dallas. The Dynamics of of Books? Dædalus, 1982, 111, no. 3, p. 65–83. Genre: Journalism and the Practice of Literature 7. DARNTON, Robert. What Is the His- in Mid-Victorian Britain. Charlottesville: Uni- tory of Books? Revisited. Modern Intellectual versity of Virginia Press, 2009. History, 2007, 4, no. 3, p. 495–508. 19. REED, Christopher A. Gutenberg in 8. FINKELSTEIN, David; McCLEERY, Shanghai: Chinese Print Capitalism, 1876–1937. Alistair, eds. The Book History Reader.2 nd ed. Vancouver: University of British Columbia London: Routledge, 2006. Press, 2004. 9. FINKELSTEIN, David; McCLEERY, 20. SALMI NIKLANDER, Kirsti. Manu- Alistair. An Introduction to Book History. Lon- scripts and Broadsheets: Narrative Genres and don: Routledge, 2005. the Communication Circuit among Working- 10. FRASER, Robert. Book History Through Class Youth in Early 20th-century Finland. Postcolonial Eyes: Rewriting the Script. London: Folklore, 2006, no. 33. Access through:
17 Fraser and Mary Hammond. Basingstoke and 26. TOPHAM, Jonathan. Introduction to New York: Palgrave Macmillan, 2008, p. 13–37. “Book History and the Sciences”. British Jour- 23. SIEMENS, Ray, et al. HCI-Book? nal for the History of Science, 2000, June, no. 33 Perspectives on E-Book Research, 2006–2008 (2), p. 155–158. (Foundational to Implementing New Knowl- 27. WARKENTIN, Germaine. In Search of edge Environments). Papers of the Bibliographi- “The Word of the Other”: Aboriginal Sign Sys- cal Society of Canada, 2011, 49.1, p. 35–89. tems and the History of the Book in Canada. 24. STALIŪNAS, Darius. Making Russians: Meaning and Practice of Russification in Lithu- Book History, 1999, vol. 2, p. 1–27. ania and Belorus after 1863. Amsterdam and 28. WERNER, Michael; ZIMMER- New York: NY Rodopi, 2007. MANN, Bénédicte. Beyond Comparison: His- 25. THOMPSON, Edward P. The Making toire Croisée and the Challenge of Reflexivity. of the English Working Class. Harmondsworth: History and Theory, 2006, February, vol. 45, Penguin, 1998. p. 30–50.
NAUJOS KNYGOS ISTORIJOS TYRIMŲ IR PEDAGOGIKOS KRYPTYS LESLIE HOWSAM Santrauka Straipsnyje nagrinėjamos naujos knygos istori- rezultatų. Pirmuoju požiūriu kiekviena atski- jos – tiek teorijos, tiek mokymo pedagogikos ra knyga identifikuojama kaip komunikacijos kryptys. Atsižvelgiant į tai, koks sudėtingas yra ir kultūrinių mainų priemonė, o antruoju – į tarpdisciplininis mokymas apie knygas (Šiau- „knygą“ žvelgiama kaip į konceptualinę kate- rės Amerikoje ir Britanijoje vadinamas „book goriją platesnėje laiko ir erdvės veikiamoje is- history“ arba „the history of the book“, Pran- torinėje pasakojimo erdvėje. Nors abu požiūriai cūzijoje – „l’histoire du livre“), jį studijuojantys gali būti vertingi pristatant tokį takų dalyką, nė asmenys sutrinka ir pasimeta pradėdami pažintį vienas iš jų neduoda visiškai patenkinamo atsa- su šiuo dalyku. Jie visiškai teisėtai klausia, ko kymo, kaip reikėtų konstruoti rišlų pasakojimą. juos siekiama išmokyti ir kaip mokomasis daly- Diskutuojama apie tarptautines knygos istorijos kas bus pateikiamas. Tai ypač svarbu, nes naujoji įžvalgas, kurios vertinamos palankiau negu la- karta išaugo kompiuterių ir skaitmeninių teks- biau ribotos tautinės, tačiau tyrėjui kyla noras tų terpėje. Be to, reikia atsižvelgti į kultūrinio visa tai labiau kontekstualizuoti. Straipsnio pa- diskurso globalizaciją. Straipsnyje nagrinėjamos baigoje aptariama skaitmeninės humanitarikos knygos istorijos mokymo bei mokymosi pro- sąvoka ir būdai, kaip šiame naujame mokslinių blemos dviem požiūriais, kurie per pastaruosius tyrimų bare galėtų bendradarbiauti knygos isto- du tris dešimtmečius davė vaisingų tyrinėjimo rijos tyrėjai.
Įteikta 2013 m. sausio mėn.
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