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1 GSLIS 731: the Development of Books and Printing Graduate GSLIS 731: The Development of Books and Printing Graduate School of Library and Information Science Queens College, The City University of New York Spring 2013, Wed., 6:40-9:15 p.m. Rosenthal, Room 257 Professor: Dr. David J. Gary E-mail: [email protected]. I respond to e-mail with in 24 hours on weekdays and 48 hours over the weekend. Office Hours: By Appointment COURSE DESCRIPTION This three-credit course will introduce students to the primary themes, problems, and interpretations of the history of the book and print culture in the West from the late medieval era to the digital transformations of today using intellectual, aesthetic, and economic perspectives. Special attention will be paid to the material aspects of books and print in the hand press, machine press, and digital eras. In addition, considerable class time will be spent evaluating how books and print create, act on, and operate in culture. We will also trace how publishers, printers, authors, readers, and librarians/curators create, distribute, use, and preserve texts. While this course will take a transnational approach to the history of the book and print, it will focus on the United States. COURSE LEARNING GOALS & GSLIS PROGRAM OBJECTIVES Student Assignments A B C D E F G H Learning Outcomes Understand -Class X X X how books readings and printed -Blog materials are entries produced over time Demonstrate -Class X X X X X familiarity discussions with themes, -Research problems, and paper interpretations -Midterm of book -Book history and review print culture presenation Perform -Book X X X X X independent review research and -Research synthesize paper 1 findings into a presentation well-written analysis Legend GSLIS Program Objectives A. Facilitate access to information and knowledge, including its creation, acquisition, organization and management, storage and retrieval, evaluation, interpretation, dissemination, synthesis, preservation and use B. Demonstrate the importance of the philosophy, principles, values, and ethics of the library and information professions, including the value of teaching, research and service to the advancement of the field C. Apply the appropriate practices and policies of established Library and Information Science professional standards in various specializations D. Communicate the importance of research to the field’s knowledge base, as well as the importance of contributions of Library and Information Science to other disciplines, and of other disciplines to librarianship and information studies E. Contribute to a diverse, global society—including the role of addressing the needs of underserved groups-- through exemplary Library and Information Science practice and research F. Nurture, promote, and teach the many literacies (print, computer, visual, information) needed for participating in a rapidly changing society G. Engage library and information services stakeholders in program development and innovation H. Articulate and promote the importance of lifelong learning and professional development in enabling growth, leadership, and innovation in the LIS field REQUIRED TEXTBOOKS Students can use older editions of books, if available. E-book downloads are also acceptable. Students should consider purchasing books used through bookfinder.com or addall.com. CUNY+ inter-campus loan and ILL are also options. Make requests far enough in advance if using CUNY+ or ILL. • Andrew Pettegree, The Book in the Renaissance (Yale University Press, 2011). Paperback: 978-0300178210 • Joseph A. Dane, What is a Book: The Study of Early Printed Books (Notre Dame University Press, 2012). Paperback: 978-0268026097 • Kenneth C. Davis, Two-Bit Culture: The Paperbacking of America (Mariner Books, 1984). Paperback: 978-0395355350 • Siva Vaidhyanathan, Copyrights and Copywrongs: The Rise of Intellectual Property and How It Threatens Creativity (NYU Press, 2003). Paperback: 978-0814788073 • David D. Hall, Cultures of Print: Essays in the History of the Book (University of Massachusetts Press, 1996). Paperback: 978-1558490499 • Steven K. Galbraith, Geoffrey D. Smith, Joel B. Silver, Rare Book Librarianship: An Introduction and Guide (Libraries Unlimited, 2012). Paperback: 978-1591588818 • Janice A. Radway, Reading the Romance: Women, Patriarchy, and Popular Literature (University of North Carolina Press, 1991). Paperback: 978-0807843499 ASSIGNMENTS • Participation in class discussions and class blog (20 points) • Take Home Midterm (20 points) • 10 Hour Practicum in QC Rare Book Collection (15 points) 2 • Fifteen-page research paper (30 points) • Fifteen minute presentation based on research paper (15 points) • Extra Credit: Review of Linotype: The Film. (possible 7 points) Late assignments will be penalized five percent of the total grade for the assignment for each day they are late, except in cases of emergency or if arrangements were made with the professor ahead of time. For example, if a student turned in their research paper two days late they would be docked ten percent of the possible points, meaning the highest grade the student could receive is 31.5 points. No late assignments will be accepted after one week, at which point the student will receive no credit. No e-mailed assignments will be accepted. Students must turn in hard copies. Extra credit will only be accepted if a student completes all the regularly assigned aspects of the course. For example, if a student skips the final presentation, that student will not receive extra credit, even if they wrote and turned in a review. Participation and Blog (20 points) Students will be graded on their class attendance, preparedness for class, and contributions to discussions. Class attendance is mandatory. In addition, each week students must respond to some aspect of the assigned readings. Posts must be on the blog no later than four hours before class. Missing a blog post for a week will lead to the lose of one point. Take Home Midterm: 20 percent Students will answer questions based on the first half of the class and turn in roughly five typed pages. This exam is open closed book and closed notebook. 10 Hour Practicum in QC Rare Book Collection (15 points) Each student will work ten hours over the course of the semester with QC librarians on the digitization of rare books for the Queens College Print History Collection Omeka-based Web site. Details will be forthcoming during the second week of class. Please visit http://archives.qc.cuny.edu/books/ Fifteen Page Research Paper (30 points) Students will undertake a semester-long research project on a single volume from a rare book library of their choosing. Students must select a text by the fourth week of class. The paper will include a bibliographic assessment of the volume and a scholarly analysis of the volume’s significance. A sheet of expectations and instructions will be forthcoming. An example will also be posted on the class blog. Fifteen Minute Presentation (15 points) Students will present the findings from their research papers by using Prezi software. Presentations must include images and text. As a general rule, one double-spaced page takes about two minutes to read, so this will assignment require enough material to fill a seven-and-a- half page paper. 3 WEEKLY SCHEDULE AND READINGS Jan. 30 – Introduction, Expectations, Vocabulary • Discuss syllabus and important terms in the world of books and print culture • Discussion of Library Resources and Print Culture Web Sites Feb. 6 – Overview of the Field • Robert Darnton, “What is the History of Books?” Daedalus 111 (1982): 65-83 • Robert Darnton, “What is the History of Books?’ Revisited,” Modern Intellectual History 4 (2007): 495-508 • Thomas R. Adams and Nicolas Barker, “A New Model for the Study of the Book,” in Nicolas Barker, ed., A Potencie of Life: Books in Society; The Clark Lectures, 1986–1987 (1993), 5-43. • Joan Shelley Rubin, “What is the History of the History of the Books,” Journal of American History (September 2003), 555-575 • Adrian Johns, “The Book In, and As, American History,” Review of The History of the Book in America, 5 vols., The New England Quarterly 84.3 (September 2011): 496-511. Feb. 13 – Hand-Press Bibliography • Joseph A. Dane, What is a Book: The Study of Early Printed Books (2012) • Review the Impositor Web site: http://titania.folger.edu/impositor/index.php Feb. 20 – NO CLASS Feb. 27 – Early Modern European Book and Print History Students must tell professor the volume they will use for final research paper • Andrew Pettegree, The Book in the Renaissance (2011) • Examine The Atlas of Early Printing at http://atlas.lib.uiowa.edu/index.html. Be sure to watch the short animation of the printing press in action at http://atlas.lib.uiowa.edu/press-animation.html. • RECOMMENDED: Peter Stallybrass, “‘Little Jobs’: Broadsides and the Printing Revolution,” in Sabrina Alcorn Baron, Eric N. Lindquist, and Elanor F. Shevlin, eds., Agent of Change: Print Culture Studies After Elizabeth L. Eisenstein (2007), 315-341. Mar. 6 – Rare Book Librarianship and Preservation of Books Possible Guest Lectures or Class Trip • Steven K. Galbraith, Geoffrey D. Smith, Joel B. Silver, Rare Book Librarianship: An Introduction and Guide (2012) Mar. 13 – Colonial and Early American Book History • David D. Hall, Cultures of Print: Essays in the History of the Book (1996) • RECOMMENDED: Antonio Rodríguez-Buckingham, “Monastic Libraries and Early Printing in Sixteenth-Century Spanish America,” Libraries & Culture, Vol. 24, No. 1 (Winter 1989), 33-56 4 Mar. 20 – Antebellum and Postbellum American Book History Midterm to be handed out • James N. Green, “The Rise of Book Publishing,” in Robert A. Gross and Mary Kelley, eds, A History of the Book in America, Vol. 2 (2010), 75-127. • Elizabeth McHenry, “Forgotten Readers: Recovering the Lost History of African American Literary Societies,” in The Book History Reader, 459-468. • Various Authors, “The National Book Trade System,” in A History of the Book in America, Vol. 3, 117-157. Mar. 27 – No class, Spring Break Apr. 3 – Reading History Midterm due • Janice A.
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