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BBL 6973 |
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Spring 2003 |
HSS 4.04.20 |
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T 2:00-4:45 p.m. |
458-7353; hgraff@utsa.edu |
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JPL 3.01.56 |
Office hours: T, R 11-12:00 & by appointment |
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In recent years our understanding of literacy and its relationships to ongoing societies and social change has been challenged and revised. The challenge came from many directions. The “new literacy studies,” as they are often called, together attest to transformations of approaches and knowledge and a search for new understandings. Many traditional notions about literacy and its presumed importance no longer influence scholarly and critical conceptions. The gap that too often exists between scholarly and more popular and applied conceptions is one of the topics we will consider.
Among a number of important currents, historical scholarship and critical theories stand out, both by themselves and together. Historical research on literacy has been unusually important in encouraging a reconstruction of the fields that contribute to literacy studies, the design and conduct of research, the role of theory and generalization in efforts to comprehend literacy and, as we say increasingly, literacies (plural). It has insisted on new understandings of “literacy in context,” including historical context, as a requirement for making general statements about literacy, and for testing them, and carries great implications for new critical theories relating to literacy.
This seminar investigates these and related changes. Taking a historical approach, we will seek a general understanding of the history of literacy primarily but not exclusively in the West since classical antiquity but with an emphasis on the early modern and modern eras. At the same time, we examine critically literacy’s contributions to the shaping of the modern world and the impacts on literacy from fundamental historical social changes. Among many topics, we will explore communications, language, family and demographic behavior, economic development, urbanization, institutions, literacy campaigns, both political and personal changes, and the uses of reading and writing. A new understanding of the place of literacy and literacies in social development is our overarching goal.
Objectives
The seminar has a number
of purposes:
·
learning to analyze
and critically evaluate ideas, arguments, and interpretations, and practicing
analysis and critical evaluation
·
developing and
practicing skills in written and oral expression
·
engaging in an
interdisciplinary conversation about literacy studies, including but not
limited to the historical study of literacy and critical approaches to
literacy/cies followed in different disciplines and professions
·
gaining familiarity
with some of the major literature in literacy studies across disciplines
·
expanding knowledge of
and understanding the value of historical approaches to literacy
·
developing new
understandings of literacy’s many and complicated roles and connections in the
development of modern societies, cultures, polities, and economies
· comparing and critically evaluating different approaches, conceptualizations, theories, methods, and sources that relate to the study and understanding of literacy in its many contexts
Assignments & Evaluation
a. Regular reading, attendance, and preparation for each class meeting. Attendance is expected and taken into account in evaluation.
b. Preparation for class includes writing 6 2-page commentary papers offering critical perspectives and raising questions about the assigned reading in a particular week. Select any 6 class sessions from week 2 to week 11. In addition, I expect each student to come to all other sessions prepared and with written questions. Papers and questions are due at class at which that topic is discussed. None will be accepted late.
c. Leadership of one or more seminar sessions.
a, b, & c together=40% of final grade
d. “Using history” projects: 3 4-5 page papers. Everyone will write one “literacy in context” paper and select 2 other projects from the three areas listed. Each mini-essay is a kind of think-piece or intellectual exercise, in learning about literacy in history and from historical perspective.
1) Sketch: “literacy in context”—what does “literacy in context” mean for a particular time, place, people, and form of literacy?
3) Probe critically and evaluate a recently proclaimed “new literacy”
4) Future of literacy—forecast, hypothesize, speculate, judge “the future of literacy” from the perspectives of the history of literacy.
Each paper=20%; 3 papers=60% Due on weeks 8, 12, and 14
Assigned reading. A
seminar is pointless, and painful, unless the participants have read the
assigned material with care. I expect you to read all the material assigned for
each week's discussion. Some of the books are out-of-print (not because they
have lost their importance or value but because publishers now take books out
of circulation very quickly). However, copies of all of them are on reserve in
the library. So plan ahead. I encourage you to think about useful questions for
discussion, or issues that occur to you after the seminar is over
Leadership of one or more seminar sessions. One (or depending on the number of students in the
class two) student is assigned to lead each seminar. The most important task of
this assignment is to present questions and perspectives on the major topics
and issues of that week, and on the reading specifically, that will generate
good discussion. Think about how you will stimulate discussion. Questions and
tasks should be made available to all seminar members prior to class, no later
than noon on Tuesdays, at the instructor’s office.
Suggestions: choose particularly important passages in the
works for analysis, photocopy them, and spend some time on their explication.
(Better yet, distribute them in advance, along with discussion questions.)
Choose key ideas and terms for elucidation, or focusing on the questions the
work asks, its answers, and its relation to larger issues or themes. Collect
some reviews from academic journals and serious publications for nonspecialists
and organize discussion around the assessment of these evaluations. Remember
that the goal is not especially to find out what is wrong with the work,
although that is important, but to understand its significance and contribution
to large issues and questions. Think of ways of identifying themes and issues
that include specific readings but may also look back to earlier weeks or look
ahead to future weeks and topics. Depending on class size, the plan for the
session might include breaking into small groups with specific tasks for part
of the time. Seminar leaders are not expected to be responsible for the
entire session.
Commentary papers. Students should write 6 2-page papers commenting on the week's reading. These should not summarize the book. Rather, the papers should present your reaction to the book: what that strikes you as particularly interesting, important, outrageous, thought-provoking or worth thinking or talking about. They should include questions the reading raises for you and/or questions you wish to raise about the reading. Those questions as well as your comments will help you to prepare for seminar sessions. I will keep track of these papers, but they will not be given formal grades. They are very important. They force you to think about the reading before you come to the seminar, and they give me a good idea of how you are reading the material and how you write.
I expect two papers every
three weeks, approximately, starting with the second week’s reading assignment.
These papers are due at the end of the session at which a book or articles are
discussed. They are not acceptable later, and they are an integral part of the
seminar. To receive credit for the seminar, you must turn them in on time. I
may ask students with especially interesting papers to share with the whole
seminar.
“Using history” projects: 3 4-5 page papers. Everyone will write one “literacy in context” paper and select 2 other projects from the three areas listed. Each mini-essay is a kind of think-piece or intellectual exercise in learning about literacy, including contemporary or possible future dimensions or aspects of literacy, by a careful use of historical approaches; historical evidence, findings, or conclusions; historical and other comparisons, historical perspectives or understanding; and historical criticism. Each paper should be based at least in part on required readings and relevant class discussions. The extensive bibliography that accompanies the syllabus will also be very useful in researching and drafting these exercises. Successful approaches to each of the four very general sets of relationships will define their specific tasks, including historical times, places, and persons, as precisely as possible and set limits to the scope of the paper. Use footnotes or endnotes and other scholarly apparatus as needed.
1) Sketch “literacy in context”—what does “literacy in context” mean for a particular time, place, people, and form of literacy? Cast your responses with reference to one (or perhaps two) specific historical time(s). Consider different approaches to “contextualization” including the historical. What is different about historical context? What are its advantages? Its limits? Why do scholars—especially but not only historians—fuss so much about “context(s)”?
3) Probe critically and evaluate a recently proclaimed “new literacy” The proliferation of “new literacies”—from critical literacy to historical literacy, cyber literacy, emotional literacy, physical literacy, and the like is endless. While we might need to expand the language and conception of literacy and literacy studies to include multiple or plural literacies beyond “traditional alphabetic literacy,” is there no end to the roll call or hit parade? What are the particular attributes, characteristics, requirements, or definitions we employ when we refer to something as a “literacy”? What are its boundaries? What kinds of status or expectations come with labeling some quality or ability as “a literacy”? How does the history of literacy help in answering these kinds of questions?
4) Future of literacy—forecast, hypothesize, speculate, judge “the future of literacy” from the perspectives of the history of literacy--drawing on your understanding of literacy in the past, its changes and continuities, and its significance. How can we use the history of literacy as a laboratory for studying literacy’s futures at different times and places? What influences the development of literacy and literacies? How do those literacies become agents of change or continuity? How does history function as a laboratory for exploring multiple literacies and multiple media, and multiple languages or multilingualism? The task is to use an understanding of literacy, based at least in part on literacy’s history, to help sharpen assumptions and expectations, and ponder the limits and possibilities for change and novelty in the future of literacy and literacies—if, that is, you think that literacy has a “future.”
All work that is turned in for evaluation or grading should be typed, usually double-spaced, with margins of 1-1 ½ inches on all sides; printed in 11 or 12 point font, in a legible type face. Be sure that your printer ribbon or toner allows you to produce clear copies. Follow page or word limits and meet deadlines. Follow any specific assignment requirements (formatting or endnotes or bibliography, for example). Use footnotes and endnotes as necessary and use them appropriately according to the style guide of your basic field. Commentary papers may be “semi-formal” and also use short titles (as long as they are clear) instead of footnotes. Your writing should be gender neutral as well as clear and to the point. If you have a problem, see me, if at all possible, in advance of due dates. Unacceptable work will be returned, ungraded, to you. There will be penalties for work submitted late without excuse.
Mutual respect and cooperation, during the time we spend together each week and the time you work on group assignments, are the basis for successful conduct of this course. The class is a learning community that depends on respect, cooperation, and communication among all of us. This includes coming to class on time, prepared for each day’s work: reading and assignments complete, focusing on primary classroom activity, and participating. It also includes polite and respectful expression of agreement or disagreement—with support for your point of view and arguments--with other students and with the professor. It does not include arriving late or leaving early, or behavior or talking that distracts other students. Please turn off all telephones, beepers, electronic devices, etc.
Scholastic honesty is expected
and required. It is a major part of university life, and contributes to the
value of your university degree. All work submitted for this class must be your
own. Copying or representing the work of anyone else (in print or from another
student) is plagiarism and cheating. This is unacceptable in this class and
also prohibited by the University. Information on scholastic dishonesty,
including plagiarism, is provided in the Student Code of Conduct,
Section 203 “Scholastic Dishonesty.”
When in doubt, consult the instructor.
To receive support
services, students with disabilities must register with the Office of
Disability Services (MS 2.03.18; 458-4157-voice; 458-4981-TTY)
Department of History information
The department office is located in HSS 4.04.06 and is open M-F 8-5:00. Ms. Sherrie McDonald, Administrative Assistant, and Dr. Wing Chung Ng, Chair, are available at 458-4033 or at history@utsa.edu and will be happy to tell you more about the department’s programs and answer questions. Ms. Sylvia Mansour (smansour@utsa.edu; 458-4900) is the undergraduate student advisor, and Dr. Kolleen Guy (kguy@utsa.edu; 458-4371; HSS 4.04.16) is the Graduate Advisor of Record. The department website is at the following URL: http://colfa.utsa.edu/colfa/HIST/home.HTM
Suggested for purchase:
David Barton, Literacy:
An Introduction to the Ecology of Written Language. Blackwell, 1993
(0-631-19091-0)
William V, Harris, Ancient
Literacy Harvard 1989
(0-674-03380-9)
Michael T Clanchy, From
Memory to Written Record: England, 1066-1307:. 2nd ed Blackwell.
1993 (0-631-16857-5)
Carlo Ginzburg, The
Cheese and the Worms. Johns Hopkins UP 1980 (0801843871)
David Hall, Cultures
of Print. Univ of Massachusetts Press, 1996 (558490493)
Harvey J. Graff, The
Literacy Myth: Cultural Integration and Social Structure in the Nineteenth-Century City.
Transaction, 1987 (1979) (0887388841)
Carl Kaestle, Helen
Damon-Moore, Lawrence C. Stedman, Katherine Tinsley, and William Vance Trollinger, Jr., Literacy
in the United States: Readers and Reading Since 1880. Yale UP 1991 (0300054300)
Mike Rose, Possible
Lives: The Promise of Public Education in America. Houghton Mifflin, 1995
(0140236171)
Deborah Brandt,
Literacy in American Lives. Cambridge, 2001 (0521003067)
Optional:
Harvey J. Graff, The
Labyrinths of Literacy. exp. and rev. ed. Pittsburgh, 1995 (0-8229-5562-8)
____, The
Legacies of Literacy. Indiana,
1987 (0253205980)
Janet Cornelius, When
I Can Read My Title Clear: Literacy, Slavery, and Religion in the Antebellum South. University
of South Carolina, 1991 (0585322910) OP
Ellen Cushman, Eugene R.
Kintgen, Barry M. Kroll, and Mike Rose, eds., Literacy: A Critical
Sourcebook. Bedford/St. Martins, 2001 (0312250428)
RA Houston, Literacy
in Early Modern Europe. Longman, 2002
(0582368103)
David Vincent, The
Rise of Mass Literacy: Reading and Writing in Modern Europe. Polity 2000
(0745614442)
On reserve--especially important
Harvey J. Graff, ed. Literacy and Social Development: A Reader. Cambridge, 1981. (0-521- 28372-8)
Robert F. Arnove and
Harvey J. Graff, ed., National Literacy Campaigns in Historical and
Comparative
Perspective. Plenum, 1987 (0306424584)
Ellen Cushman, Eugene R.
Kintgen, Barry M. Kroll, and Mike Rose, eds., Literacy: A Critical
Sourcebook. Bedford/St. Martins, 2001 (0312250428)
Mary Jo Maynes, Schooling
for the People. Holmes and Meier, 1985
(0841909660)
* Library Reserve
BBL 6973
Spring 2003
Literacy and
Social Change: Historical and Comparative Perspectives
Jan. 14 1. Introduction
Note: suggestions for further reading listed at end of syllabus
Jan. 21 2. Thinking about Literacy: Old and New
*David Barton, Literacy: An Introduction. . . .
Blackwell, 1994, chs. 1, 2, 3,8, 11, 13
*Harvey J. Graff, The Labyrinths of Literacy. exp & rev. ed. Pittsburgh, 1995, chs 1,
15,16;
sample other chapters
*Background: Harvey J. Graff, The Legacies of
Literacy: Continuities and
Contradictions
in Western Society and Culture. Indiana, 1987, Introduction
Rec.: Jack Goody and Ian Watt, “The Consequences
of Literacy,” in Literacy
Traditional
Societies, ed. Goody Cambridge
UP 1968, 27-68
Ruth Finnegan, “Literacy versus Non-Literacy: The Great
Divide,” in Modes of Thought, ed. Robin Horton and Finnegan. Faber
and Faber, 1973, 112-144
Jan. 28 3.
Ancient Foundings, Ideas, Traditions & Practices
*William V, Harris, Ancient Literacy. Harvard
1989, Parts One & Two, ch. 8
*Background: Harvey J. Graff, The Legacies of
Literacy: Continuities and
Contradictions
in Western Society and Culture. Indiana, 1987, ch. 1
Feb. 4 4. Transitions to Literacy
*In Literacy and Social Development [LSD], ed. Harvey J. Graff (Cambridge, 1981):
(M
Clanchy,) E. LeRoy Ladurie
*Michael T Clanchy, From Memory to Written Record:
England, 1066-1307:. 2nd ed.
Blackwell,
1993, Introduction; Part II; skim Part 1 for main points and examples
*Background: Harvey J. Graff, The Legacies of
Literacy, chs. 2-3
*RA Houston, Literacy in Early Modern Europe.
Longman, 2002
Feb. 11 5.
From Script to Print, Oral to Written, Classical to Vernacular, and Other Misunderstood Transformations in the Passage
from Tradition to
Modern
*LSD for
Weeks 5 & 6: E Eisenstein, N Z Davis, G
Strauss, E Johansson
*Anthony T. Grafton, “The Importance of Being Printed,” Journal
of
Interdisciplinary
History 11 (1980), 265-286
*Carlo Ginzburg, The Cheese and the Worms. Johns
Hopkins, 1980
*skim if possible: Elizabeth Eisenstein, The
printing press as an agent of change. 2 vols.
* Cambridge,
1979; abridged edition, The Printing Revolution in Early
Modern
Europe. 1983
*Background: Harvey J. Graff, The Legacies of
Literacy, chs. 4-5
*RA Houston, Literacy in Early Modern Europe
Feb. 18 6.
Early Modernity (16-18th Centuries)
*LSD for Weeks 5 & 6: E Eisenstein, N Davis; G Strauss, E Johansson, for 6: Cressy,
Lockridge,
Spufford, Furet and Ozouf
*Mary Jo Maynes, Schooling for the People. Holmes
and Meier, 1985, chs. 2, 6
*David D Hall, Cultures of Print: Essays in the
History of the Book (Univ. of
Massachusetts
Press, 1996): “The Uses of Literacy,” “The World of Print,”
“Readers and Reading”
[from Week 5, see also Cressy, Spufford, Davis, Ginzburg,
Burke, Strauss,
Scribner,
others]
*Background: Harvey J. Graff, The Legacies of
Literacy, ch. 6
*R A Houston, Literacy in Early Modern Europe
Feb. 25 7. The Literacy Myth: Toward Modern Ways
*LSD: Schofield;
(Graff,) Judt
*Harvey J. Graff, The Literacy Myth: Cultural
Integration and Social Structure in the
Nineteenth-Century
City. Transaction, 1987 (1979). Read Part I quickly if you
wish
Background, 7. 8, 9: Harvey J. Graff, The
Legacies of Literacy, chs. 6-7
*David Vincent, The Rise of Mass Literacy: Reading and
Writing in Modern Europe.
Polity 2000
*Mary Jo Maynes, Schooling for the People. Holmes
and Meier, 1985
Rec: Mary Jo Maynes, Schooling for the People.
Holmes and Meier, 1985
David Vincent, The Rise of Mass Literacy: Reading and
Writing in Modern Europe.
Polity
2000
Gabriel Tortella, ed., Education and Economic
Development Since the
Industrial
Revolution. Generalitat Valencia, 1990
Readings on economic development and the Industrial
Revolution—see Recommended
Reading below
Mar. 4 8. Reading and its Histories
*Carl Kaestle, Helen Damon-Moore, Lawrence C. Stedman,
Katherine Tinsley, and
William
Vance Trollinger, Jr., Literacy in the United States: Readers and
Reading
Since 1880. Yale UP 1991 skim ch.
3, read the rest
*Background: Harvey J. Graff, The Legacies of
Literacy, chs. 6-7
*David Vincent, The Rise of Mass Literacy
Mar. 11 9.
Reading Women and African Americans
select: either
or both Cornelius, When I Can
Read or articles on women reading/
writing
by Nord, Horowitz, Sicherman, Kelley
*Janet Cornelius, When I Can Read My Title Clear:
Literacy, Slavery, and Religion
in
the Antebellum South. South Carolina, 1991 [if this book is not available,
read her “We Slipped and Learned to Read:
Slave Accounts of the Literacy
Process,
1830-1860,” Phylon 44 (1983) 171-186, and perhaps also E. Jennifer
Monaghan,
“Reading for the Enslaved, Writing for the Free: Reflections on
Liberty
and Literacy,” Proceedings, American Antiquarian Society, 108 (1998),
308-341
*David Nord, Communities of Journalism: A History of
American Newspapers and their
Readers.
Illinois, 2001
*Helen Horowitz, “Nous Autres: Reading, Passion, and the
Creation of M. Carey
Thomas,”
Journal of American History 79 (1992), 68-95
*Barbara Sicherman, “Reading and Ambition: M. Carey
Thomas and Female Heroism,”
American
Quarterly, 45 (1993) 73-103
*_____, “Reading Little Women: The Many Lives of a Text,”
in U.S. History as
Women’s
History, ed. Linda K. Kerber et al (UNC, 1995) 245-266
*_____. “Sense and Sensibility: A Case Study of Women’s
Reading in Late-Nineteenth-
Century
America,” in Reading in America, ed. Cathy N. Davidson (JHUP, 1989), 201-225
*Mary Kelley, “Reading Women/Women Reading: The Making of
Learned Women in
Antebellum
America,” Journal of American History 83 (1996), 401-424
Mar. 25 10. 20th C. Literacy Campaigns and their Precedents and Consequences
*LSD: J. Galtung;
E. Verne
*Robert F. Arnove and Harvey J. Graff, ed., National
Literacy Campaigns in
Historical
and Comparative Perspective. Plenum, 1987, Introduction and at least
two
other case study chapters, or choose from titles below, at least one of them
from the
twentieth century
[introduction
also included in Graff, Labyrinths, ch. 14]
Select
from:
Ben Eklof, Russian Peasant Schools, 1861-1914.
California, 1986
Jeffrey Brooks, When Russia Learned to Read: Literacy
and Popular Literature, 1861-
1917.
Princeton, 1985
Evelyn Rawski, Education and Popular Literacy in
Ch’ing China. Michigan 1979
Glen Peterson, The Power of Words: Literacy and
Revolution in South China 1949-95.
UBC,
1997
Colin Lankshear with Moira Lawler, Literacy, Schooling
and Revolution. Falmer, 1987
Robert Arnove, “The Nicaraguan National Literacy Crusade
of 1980,” Comparative
Education
Review, 25 (1981), 244-260
_____, Education and Revolution in Nicaragua.
Praeger, 1986
_____, Education as Contested Terrain: Nicaragua, 1979-1993.
Westview, 1994
Jonathan Kozol, “A New Look at the Literacy Campaign in
Cuba,” Harvard
Educational
Review, 48 (1978), 341-377
_____, Children of the Revolution. Delacorte, 1978
*Mike Rose, Possible Lives: The Promise of Public
Education in America. Houghton
Mifflin,
1995
Rec.: Mike Rose, Lives on the Boundary: The Struggles
and Achievements of
America’s
Underprepared Free Press, 1989
Ralph Cintron, Angels’ Towns: Chero Ways, Gang Life,
and Rhetorics of the
Everyday.
Beacon, 1997
Jonathan Kozol, Amazing Grace: The Lives of Children
and the Conscience of a
Nation.
Crown, 1965
_____, Ordinary Resurrections: Children in the Years
of Hope. Crown, 2000
Shirley Brice Heath, Ways With Words: Language, Life,
and Work in Communities
and
Class Rooms. Cambridge, 1983
David Barton and Mary Hamilton. Local Literacies:
Reading and Writing in One
Community.
Routledge, 1998
David Barton, Mary Hamilton, and Roz Ivanic, eds. Situated
Literacies: Reading and
Writing
in Context. Routledge, 2000
Eve Gregory and Ann Williams, City Literacies:
Learning to Read Across Generations
and
Cultures. Routledge 2000
April 8 & 15 12. & 13. Work on projects; meet with instructor
April 22. 14. The Twentieth Century in Historical Context/ The Myth of Decline & The Future of Literacy/ies
*Deborah Brandt, Literacy in American Lives
Cambridge, 2001
Projects
due
*Background: Harvey J. Graff, The Legacies of
Literacy, Epilogue
*_____, The Labyrinths of Literacy, passim
*David Vincent, The Rise of Mass Literacy
*Literacy: A Critical Sourcebook, Parts 5,6 &
7
Note: Recent writings on literacy in all its aspects including teaching and learning, the “condition of literacy,” popular culture, “skills,” literacy crises and responses, from a dizzying number of perspectives, are far too many to list. It’s difficult not to trip over them! Caveat lector.
:
Sample
from
Walter Ong, Orality and Literacy. Methuen, 1982
Jack Goody, The Domestication of the Savage Word.
Cambridge 1997
E.D. Hirsch, Cultural Literacy. Houghton Mifflin;
his followers; and their critics
Henry Milner, Civic Literacy. University Press of
New England, 2002
Sven Birkerts, The Gutenberg Elegies. Fawcett,
1994
Bill Cope and Mary Kalantzis, eds. Multiliteracies:
Literacy Learning and the
Design
of Social Futures. Routledge, 2000
Margaret A. Gallego and Sandra Hollingsworth, eds. What
Counts as Literacy:
Challenging
the School Standard. Teachers College 2000
Colin Lankshear and Peter McLaren, eds, Critical
Literacy: Politics, Praxis, and the
Postmodern.
SUNY, 1993
James Paul Gee, Glynda Hull, and Colin Lankshear, The
New Work Order
Westview
1996
Ramona Fernandez, Imagining Literacy. Texas 2001
Sonja Lanehart, Sista Speak! Black Women Kinfolk Talk
about Language and
Literacy Texas 2002
Cynthia L. Selfe, Technology and Literacy in the 21st
Century. Southern Illlinois,
1999
Kathleen E. Welch, Electric Rhetoric: Classical
Rhetoric, Oralism, and a New
Literacy.
MIT, 1999
Ellen J. Esrock, The Reader’s Eye: Visual Imaging as
Reader Response JHUP 1994
Mark Poster, What’s the Matter with the Internet?
Minnesota, 2001
Andrea A. diSessa, Changing Minds: Computers,
Learning, and Literacy. MIT 2000
Geoffrey Nunberg, ed.: The Future of the Book California 1996
R. Howard Bloch and Carla Hesse, eds., Future
Libraries. California, 1993
April 29 15. TBA
Recommended Reading
D.F. McKenzie, Bibliography and the Sociology of Texts.
Cambridge1999
Ellen Cushman, Eugene R. Kintgen, Barry M. Kroll, and
Mike Rose, eds., Literacy:
A
Critical Sourcebook. Bedford/St. Martins, 2001, Parts 1, 2 & 4
Cambridge Histories of the Book: Great Britain, United
States
Albert Manguel, A History of Reading. Viking, 1996
Guglielmo Cavallo and Roger Chartier, eds. A History
of Reading in the West.
Massachusetts,
1999
David Finkelstein and Alistair McCleery, eds., Book
History Reader. Routledge
2002
3 Ancient Foundings, Ideas, Traditions & Practices
Eric Havelock, The Origins of Western Literacy
OISE 1976
_____, Preface to Plato. Harvard, 1963
_____, The Literate Revolution in Greece and its
Consequences Princeton 1982
_____, “The Preliteracy of the Greeks,” New Literary
History 8 (1977), 369-392
_____, The Muse Learnings to Write. Yale, 1986
Rosalind Thomas, Oral Tradition & Written Record
in Classical Athens. Cambridge
1989
_____, Literacy and Orality in Ancient Greece.
Cambridge, 1992
Jesper Svenbro, Phrasikleia: An Anthropology of
Reading in Ancient Greece.
Cornell
1988
Teresa Morgan, Literate Education in the Hellenistic
and Roman Worlds.
Cambridge
1998
Histories of writing: eg., H-J Martin, The History and Power of Writing.
Chicago,
1994
C.P. Wormald, “The Uses of Literacy in Anglo-Saxon
England and its
Neighbours,”
Transactions, Royal Historical Society, 27 (1977). 95-111
Rosamond McKitterick, The Carolingians and the Written
Word. Cambridge
1989
_____, ed. The Uses of Literacy in Early Mediaeval
Europe. Cambridge 1990
J.K. Hyde, “Some Uses of Literacy in Venice and Florence
in the Thirteenth and
Fourteenth
Centuries,” Transactions, Royal Historical Society,
(1979),
109-129
Steven Justice, Writing and Rebellion: England in 1381.
California, 1994
Janet Coleman, Medieval Readers and Writers, 1350-1400.
Columbia 1981
____, Public Reading and the Reading Public in Late
Medieval England and
France.
Cambridge, 1996
Rebecca Krug, Reading Families: Women’s Literate
Practice in Late Medieval England. Cornell,
2002
Franz Bauml, “Varieties and Consequences of Medieval
Literacy and Illiteracy,”
Speculum,
55 (1980), 237-265
Brian Stock, The Implications of Literacy.
Princeton, 1983
_____, Listening for the Text. JHUP 1990
Paul Saenger, Space Between Words: The Origins of
Silent Reading. Stanford,
1997
Armando Petrucci, Writers and Readers in Medieval
Italy. Yale, 1995
_____, Public Lettering. Chicago, 1993
Walter J. Ong, The Presence of the Word. Simon and
Schuster 1970
“How Revolutionary Was the Print Revolution,” American
Historical Review
107
(2002) 84-128
Anthony T. Grafton, “The Importance of Being Printed,” Journal
of
Interdisciplinary
History 11 (1980), 265-286
Michael Hunter, “The Impact of Print,” The Book
Collector, 28 (1979) 335-352
RA Houston, Literacy in Early Modern Europe.
Longman, 2002
Nicholas Hudson, Writing and European Thought
1600-1830. Cambridge 1994
Peter Burke, Popular Culture in Early Modern Europe.
Harper and Row, 1978
_____, Historical Anthropology of Early Modern Italy.
Cambridge, 1987
_____, A Social History of Knowledge. Polity, 2000
Burke and Roy Porter, eds., The Social History of
Language. Cambridge, 1987
Walter J. Ong, Ramus, Method, and the Decay of
Dialogue. Harvard, 1958
David Olson, The World on Paper: The Conceptual and
Cognitive Implications
of
Writing and Reading. Cambridge 1994
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Paul Grendler, Schooling in Renaissance Italy. HUP, 1989
Susan Noakes, “The Development of the Book Market in Late
Quattrocento Italy,”
Journal
of Medieval and Renaissance Studies 11 (1981), 23-55
Anne Jacobson Schutte, “Printing, Piety, and the People
in Italy,” Archive for
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History, 71 (1981), 5-19
Carlo Ginzburg, The Cheese and the Worms. JHUP
1980
Natalie Z Davis, Culture and Society in Early Modern
France. Stanford, 1975
Keith Thomas, “The Meaning of Literacy in Early Modern
England,” in The
Written
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Margaret Aston, “Literacy and Lollardy,” History,
62 (1977), 347-371
David Cressy, Literacy and the Social Order: Reading
and Writing in Tudor and
Stuart
England. Cambridge 1980
Keith Wrightson and David Levine, Poverty and Piety.
Academic 1979
Margaret Spufford, Small Books and Pleasant Histories.
Methuen, 1981
Adam Fox, Oral and Literate Culture in England
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England
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Jennifer Andersen and Elizabeth Sauer, eds. Books and
Readers in Early Modern
England.
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Lori Humphrey Newcomb. Reading Popular Romance in
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2002
David Zaret, Origins of Democratic Culture.
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Nigel Wheale, Writing and Society . . . Britain
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Egil Johansson, The History of Literacy in Sweden
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_____, Alphabeta Varia. Orality, Reading and Writing
in the History of Literacy.
Festschrift
in honour of Egil Johansson on the occasion of his 65th birthday.
Album
Religionum Umense 1. Umea University, 1998
nonverbal
Eugene Ferguson, “The Mind’s Eye: Nonverbal Thought in
Technology,”
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Peter Burke, Culture and Society in Renaissance Italy.
Batsford, 1972
William Ivins, Prints and Visual Communications.
MIT Press 1969
A. Hayett Mayor, Prints and People. Princeton 1981
6 Early Modernity
(16-18th Centuries)
John Bossy, “The Counter Reformation and the People of
Catholic Europe,” Past
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Harvey Chisick, The Limits of Reform in the
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James Van Horn Melton, The Rise of the Public in
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2001
_____, Absolutism and the Eighteenth-Century Origins
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Century,”
in “Facets of Education in the Eighteenth Century,” ed. Leith,
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on Voltaire and the Eighteenth Century, CLXVII (1977), 13-28
_____, “TheHope for Moral Regeneration in French
Educational Thought,” in City
and
Society in the Eighteenth Century, ed. Paul Fritz and David Williams
(Hakkert,
1983), 215-229
_____. “Modernization, Mass Education, and Social
Mobility in French Thought,”
Eighteenth
Century Studies, 2 (1973), 223-238
Francois Furet and Jacques Ozouf, Reading and Writing:
Literacy from Calvin to
Jules
Ferry. Cambridge 1982
Robert Darnton, “The Business of Enlightenment
(Harvard 1979)
_____, The Literary Underground of the Old Regime (Harvard,
1982)
_____, The Great Cat Massacre and Other Episodes in
Cultural History. Basic
Books,
1984
_____, The Kiss of Lamourette: Reflections on Cultural
History (Norton, 1990)
Roger Chartier, The Order of Books. Stanford 1994,
ch 1
_____, Forms and Meanings Penn 1995 ch 1, 4,
_____, The Cultural Uses of Print in Early Modern
France. Princeton 1987
_____, On the Edge of the Cliff. JHUP, 1997 ch 6.7
_____, ed., The Culture of Print Princeton 1989
Carla Hesse, The Other Enlightenment: How French Women
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2001
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History, 3 (1978), 70-102
Carol Armbruster, ed. Publishing and Readership in
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America.
Greenwood, 1993
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England,” in The Written
Word,
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T.W. Laqueur,”Cultural Origins of Literacy in England,
1600-1800,” Oxford Review
of
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Lawrence Stone, “Literacy and Education in England,
1640-1800,” Past and Present
no 42
(1969), 61-139
R A Houston, Literacy in Early Modern Europe.
Longman, 2002
_____, Scottish Literacy and the Scottish Identity:
Illiteracy and Society in
Scotland
and Northern England, 1600-1800. Cambridge 1985
_____, “The Literacy Myth? Illiteracy in Scotland,
1630-1760,” Past and Present,
no. 96
(1982), 81-102
_____, “The Development of Literacy: Northern England,
1640-1750,” Economic
History
Review, 35 (1982) 199-216
Bernard Capp, Astrology and the Popular Press.
Faber and Faber, 1979
James Raven, Helen small, and Naomi Tadmor, eds., The
Practice and
Representation
of Reading in England. Cambridge, 1996
Clifford Siskin, The Work of Writing: Literature and
Social Change in Britain
1700-1830
JHUP 1998
William B. Warner, Licensing Entertainment: The
Elevation of Novel Reading in
Britain,
1684-1750. California 1998
Jacqueline Pearson, Women’s Reading in Britain
1750-1835. Cambridge 1999
R.M. Wiles, “Middle Class Literacy in Eighteenth Century
England,” in Studies
in
the Eighteenth Century, ed. R.F. Brissenden (Australian National UP,
1968),
49-66
_____, “Provincial Culture in Early Georgian England,” in
The Triumph of Culture,
ed. Paul
Fritz and David Williams (Hakkert, 1972), 49-68
J.H. Plumb, “The Public Literature and the Arts in the 18th
Century,” in ibid., 27-48
_____, “The New World of Children in Eighteenth Century
England,” Past and Present,
no. 67
(1975), 64-95
John Feather, “Cross-Channel Currents: Historical
Bibliography and L’histoire du
livre,” The Library, 2 (1980), 1-15
_____, The Provincial Book Trade in Eighteenth-Century
England. Cambridge 1985
Lawrence Cremin, American Education: The Colonial
Experience. Harper and
Row,
1970
Michael Warner, The Letters of the Republic:
Publication and the Public Sphere in
Eighteenth-Century
America. Harvard 1990
Richard D. Brown, Knowledge Is Power: The Diffusion of
Information in Early
America,
1700-1865. Oxford UP 1989
_____, The Strength of a People: The Idea of an
Informed Citizenry in America,
1650-1870.
UNC, 1996
Robert E. Gallman, "Changes in the Level of Literacy
in a New Community of
Early
America," Journal of Economic History, 48 (1988), 56782;
Kenneth Lockridge, Literacy in Colonial New England.
Norton, 1974
E. Jennifer Monaghan,. “Literacy instruction and gender
in colonial New England,”
American
Quarterly, 40 (1988) 18-41
_____. “Family literacy in early 18th-century Boston:
Cotton Mather and his
children,”
Reading Research Quarterly, 26 (1991), 342-370
_____, “’She loved to read in Good Books’: Literacy and
the Indians of Martha’s
Vinyard,”
History of Education Quarterly, 30 (1990),
* Joel Perlmann and Dennis Shirley, “When Did New England
Women Acquire
Literacy?”
William and Mary Quarterly, 48 (1991), 18-41
* Joel Perlmann, Silvana R. Siddali, and Keith Whitescarver,
“Literacy, Schooling,
and
Teaching Among New England Women, 1730-1820,’ History of
Education
Quarterly
Gloria L Main, “An Inquiry into When and Why Women
Learned to Write in
Colonial
New England,” Journal of Social History 24 (1991)
David D Hall, Worlds of Wonder, Days of Judgement:
Popular Religious Belief in
Early
New England. Harvard, 1992
David D Hall, Cultures of Print: Essays in the History
of the Book. Univ. of
Massachusetts
Press, 1996
Hugh Amory and David D Hall, eds. A History of the
Book in America. Vol I
The
Colonial Book in the Atlantic World. American Antiquarian
Society/Cambridge
2000
David D. Hall and William Joyce, eds., Needs and
Opportunities in the History
of
the Book: America, 1639-1876.
AAS, 1987
William Joyce, et al;
ed., Printing and Society in Early America. AAS, 1983
Bernard Bailyn and John B Hench, eds., The Press and
the American Revolution.
AAS 1980
Michele Moylan and Lane Stiles, eds. Reading Books:
Essays on the Material Text
and
Literature in America. Massachusetts, 1996
Edward G. Gray, New World Babel: Languages and Nations
in Early America.
Princeton,
1999
Sandra M. Gustafson, Eloquence Is Power: Oratory and
Performance in Early
America. UNC 2000
Hilary E. Wyss, Writing Indians: Literacy, Christianity,
and Native Community
in
Early America. Masaschusetts, 2000
Gillian Brown, The Consent of the Governed: The
Lockean Legacy in Early
American
Culture. Harvard 2001
Harry Stout, “Religion, Communications, and the
Ideological Origins of the
American
Revolution,” William and Mary Quarterly 34 (1977)
Rhys Issacs, The Transformation of Virginia. 1740-1790.
UNC 1982, chs. 5-6
[also WMQ
33 1976)
Richard D Brown, Knowledge Is Power: The Diffusion of
Information in Early
America,
1700-1865. Oxford UP 1989
_____, The Strength of a People: The Idea of an
Informed Citizenry in America
1650-1870.
UNC Pr 1996
Lee Soltow and Edward Stevens, Literacy and the rise
of the common School.
Chicago
1982
Bernardo P. Gallegos, Literacy, Education, and Society
in New Mexico, 1693-
1821.
New Mexico, 1992
Eugene Ferguson, “The Mind’s Eye: Nonverbal Thought in
Technology,” Science,
197
(1977), 827-836
Readings on economic development and the Industrial
Revolution
Colonial period
David W. Galenson, "The Rise and Fall of Indentured
Servitude in the Americas:
An
Economic Analysis," in Trade
and the industrial revolution, 1700-1850,
ed.
Stanley L. Engerman Vol 2. Elgar Reference Collection. Growth of the
World
Economy series, vol. 2. (Elgar,1996): 331-56
_____, “The Rise of Free Labor: Economic Change and the
Enforcement of Service
Contracts
in England, 1351-1875," Capitalism in context: Essays on economic
development
and cultural change in honor of R. M. Hartwell, ed. John A. James
and Mark
Thomas: (Chicago 1994), 114-37
_____,
"Labor Market Behavior in Colonial America: Servitude, Slavery, and
Free
Labor," Markets in history: Economic studies of the past Cambridge,
1989,
52-96
_____, "The Rise and Fall of Indentured Servitude in
the Americas: An Economic
Analysis,"
Journal of Economic History 44 (1984) 1-26
_____, “"The Market Evaluation of Human Capital: The
Case of Indentured
Servitude,"
Journal of Political Economy 89 (1981), 446-67
_____, "Literacy and Age in Preindustrial England:
Quantitative Evidence and
Implications."
Economic Development and Cultural Change, 29 (1981)
813-29
_____, “Immigration and the Colonial Labor System: An
Analysis of the Length
of
Indenture," Explorations in Economic History 14 (1977), 360-77
Farley Grubb, "Growth of Literacy in Colonial America: Longitudinal Patterns,
Economic Models, and the Direction
of Future Research," Social Science
History, 14 (1990), 451-481
_____, "Colonial Immigrant Literacy: An Economic Analysis of Pennsylvania‑
German Evidence, 1727‑1775," Explorations in Economic History, 24
(1987), 63‑76
_____, "Educational Choice in the Era Before Free Public Schooling: Evidence from
German Immigrant Children in
Pennsylvania, 1771-1817," Journal of
Economic History, 52 (1992),
363-375
Agricultural
development
Anders Nilsson, “What Do Literacy Rates Really Signify?
New Light on an Old
Problem
from Unique Swedish Data,” Paedagogica Historica, 35 (1999)
_____ and Birgitta Svard, “Writing Ability and Agrarian
Change in Early
Nineteenth
Century Rural Scania,” Scandinavian Journal of History, 19
(1994)
Anders Nilsson, et al, “Agrarian Transition and Literacy:
The case of Nineteenth
Century
Sweden,” European Review of Economic History, 1 (1999)
Industrialization
Francois Furet and Jacques Ozouf, “Literacy and
Industrialization: The Case of
the
Department du Nord,” Journal of
European Economic History, 5
(1976),
5-44
Levine, David. "Illiteracy and Family Life During
the First Industrial Revolution."
Journal
of Social History, 14 (1980),
25-44
____, “Education and Family Life in Early Industrial
England,” Journal of Family
History,
4 (1979), 368-380
David Mitch, “The Role of Skill and Human Capital in the
British Industrial
Revolution,”
in The British Industrial Revolution. An Economic
Perspective.
2nd edition. ed. Joel Mokyr (Westview, 1999), 241-279
_____, “The Rise of Popular Literacy in Europe,” in The
Political Construction of
Education, ed. Bruce Fuller and Richard Rubinson (Praeger, 1992), 31-46
Stephen J Nicholas and Nicholas, Jacqueline M. "Male
Literacy, 'Deskilling', and the
Industrial
Revolution." Journal of Interdisciplinary History. 23 (1992), 1-18
Stephen Nicholas and Deborah Oxley, 'The Living Standards
of Women during
the
Industrial Revolution, 1795 - 1820,” Economic History Review, 2nd ser.,
46
(1993), 723-49
Stephen Nicholas and Deborah
Oxley,”Living Standards of Women in England and Wales,
1785–1815:
New Evidence from Newgate Prison Records,” Economic History
Review,
2nd ser., 49 (1996), 591-99
Stephen Nicholas and Richard H. Steckel, “Heights and
Living Standards of English
Workers
During the Early Years of Industrialization, 1770 - 1815,” Journal
of
Economic History, 51 (1991), 937-57
Stephen Nicholas, ed., Convict Workers: Reinterpreting
Australia's Past. Cambridge,
1988)
Michael Sanderson, “Literacy and Social Mobility in the
Industrial Revolution in
England,”
Past and Present, 56 (1972): 75-104
E.G. West, Education and the Industrial Revolution.
London & Sydney: Batsford/
Toronto:
Copp Clark, 1975
E.G. West, "Literacy and the Industrial
Revolution." Economic History Review, 31
(1978),
369-83
John Murray, “Literacy and industrialization in modern Germany,”. in The
Industrial
Revolution
in Comparative Perspective, ed. Christine Rider and Michéal
Thompson.
(Krieger Publishing, 2000), 17-32
Other economic
John Murray, “Generation(s) of human capital: Literacy in American families,
1830-1875,”
Journal of Interdisciplinary History, 27 (1997), :413-435
_____, “Human capital in religious communes: Literacy and selection of nineteenth
century
Shakers,” Explorations in Economic History, 32 (1995),:217-235
David W. Galenson, "Educational Opportunity on the
Urban Frontier: Nativity,
Wealth,
and School Attendance in Early Chicago," Economic Development
and
Cultural Change, 43(1995): 551-63.
_____,
“Ethnicity, neighborhood, and the school attendance of boys in
antebellum
Boston,"
Journal of Urban History (1998): 603-26.
_____, "Ethnic differences in neighborhood effects
on the school attendance of boys
in early
Chicago," History of Education Quarterly (1998), 17-35
_____,"Neighborhood effects on the school attendance
of Irish immigrants' sons in
Boston
and Chicago in 1860," American Journal of Education (1997),
261-93
Other recommended
David Vincent, Bread, Freedom and Knowledge (Europa
1981
____, Literacy and Popular Culture: England 1750-1914.
Cambridge 1989
____, The Rise of Mass Literacy: Reading and Writing
in Modern Europe. Polity
2000
David Mitch, The Rise of Popular Vernacular Literacy
in Victorian England.
Penn,
1992
W B Stephens, Education, Literacy and Society, 1830-70
. . . Provincial England.
Manchester,
1987
Richard Johnson, “Notes on the Schooling of the English
Working Class,” in
Schooling
and Capitalism, ed. R Dale, G Esland, and M MacDonald
(Routledge
& Kegan Paul, 1976), 44-55
Thomas Laqueur, “Working-Class Demand and the Growth of
English Elementary
Education,”
in Schooling and Society, ed. Lawrence Stone (Johns Hopkins
1976),
192-205
Patrick Brantlinger, The Reading Lesson: The Threat of
Mass Literacy in
Nineteenth-Century
British Fiction. Indiana, 1998
K C Phillipps, Language and Class in Victorian
England. Blackwell, 1984
William J. Gilmore, Reading Becomes a Necessity of
Life: Material and Cultural
Life
in Rural New England, 1780-1835. Tennessee, 1989
Edward Stevens, Literacy, Law and Social Order.
Northern Illinois 1988
Lee Soltow and Edward Stevens, Literacy and the rise
of the common School.
Chicago
1982
_____,“Economic Aspects of School Participation in the
U.S., “ Journal of
Interdisciplinary
History, 8 (!977), 221-244
Richard D. Brown, Knowledge Is Power: The Diffusion of
Information in Early
America,
1700-1865. Oxford UP 1989
_____, The Strength of a People: The Idea of an
Informed Citizenry in America
1650-1870.
UNC Pr 1996
Carl F. Kaestle, “Between the Scylla of Brutal Ignorance
and the Charybdis of a
Literary
Education: Elite Attitudes Toward Mass Schooling . . .,” in
Schooling
and Society, ed. Lawrence Stone (Johns Hopkins, 1976)
177-191
_____, Pillars of the Republic. Hill & Wang,
1983
Kaestle and Maris Vinovskis, Education and Social Change in Nineteenth
Century
Massachusetts. Cambridge, 1980
Michael B. Katz, “The Origins of Public Education,” History
of Education
Quarterly,
16 (1976). 381-4-8
_____, Reconstructing American Education. Harvard,
198_
Eugen Weber, Peasants into Frenchmen (Stanford
1976)
M.J. Maynes, Schooling
_____, “The Virtues of Archaism,” Comparative Studies
in Society and History
21
(1979), 611-625
_____, “Work or School?” in “The Making of Frenchmen,”
Historical Reflections,
7
(1980), 115-134
_____, Taking the Hard Road: The Life Course in French
and German Workers’
Autobiographies
in the Era of Industrialization. North Carolina, 1995
Furet and Ozouf, Reading and Writing
8 Reading and its
Histories
:*Robert Darnton, “What Is the History of Books?” and
“First Steps Toward a
History
of Reading,” in his The Kiss of Lamourette: Reflections in
Cultural
History (Norton 1990), 107-135; 154-190
See also his The Great Cat Massacre (Basic 1984),
and the critical response:
Roger
Chartier, “Text, Symbols, Frenchness,” Journal of Modern
History
57 (1985), 682-695
Darnton,
“The Symbolic Element in History,” Journal of Modern
History
58 (1986), 218-234
Dominick
LaCapra, History and Criticism (Cornell 1985) 87-94
_____,
“Chartier, Darnton, and the Great Symbol Massacre,” Journal
of
Modern History, 60 (1988), 95-112
Mark
Poster, “Darnton’s Historiography,” The Eighteenth Century, 27
(1986),
87-92
James
Fernandez, “Historians Tell Tales,” Journal of Modern History
60
(1988), 113-127
Harold
Mah, “Suppressing the Text: The Metaphysics of Ethnographic
History
in Darnton’s Great Cat Massacre,” History Workshop
no.
31 (1998), 1-20
Jonathan Rose, “Rereading the English Common Reader,” Journal
of the
History
of Ideas, 53 (1992) 47-70
James Smith Allen, “History and the Novel,” History
& Theory 22 (1983),
233-252
Cathy N. Davidson, ed., Reading in America. JHUP,
1989
James L Machor, ed., Readers in History: Nineteenth
Century American
Literature
and the Context of Response JHUP
1993
David Nord, Communities of Journalism: A History of
American Newspapers
and
their Readers. Illinois, 2001
writing
Carolyn Steedman, The Tidy House. Virago, 1982
Susan Miller, Assuming the Position: Cultural Pedagogy
and the Politics of
Commonplace
Writing. Pittsburgh, 1998
Catherine Hobbs, Nineteenth-Century Women Learn to Write.
Virginia, 1995
Janet Carey Eldred and Peter Mortensen. Imagining
Rhetoric: Composing
Women
of the Early United States. Pittsburgh, 2002
Tamara Plakins Thornton, Handwriting in America: A
Cultural History. Yale
1996
Dena Goodman, “L’ortografe des dames: Gender and Language
in the Old
Regime,”
French Historical Studies, 25 (2002), 191-223
nonverbal
Daniel Calhoun, The Intelligence of a People.
Princeton, 1973
Patricia Cline Cohen, A Calculating People: The Spread
of Numeracy in Early
America.
Chicago, 1982
Edward Stevens, The Grammar of the Machine: Technical
Literacy and Early
Industrial
Expansion in the United States. Yale,
1995
Eugene Ferguson, “The Mind’s Eye: Nonverbal Thought in
Technology,” Science,
197
(1977), 827-836
_____, Engineering and the Mind’s Eye. MIT, 1992
Lisa Gitelman, Scripts, Grooves, and Writing Machines:
Representing
Technology
in the Edison Era. Stanford, 1999
Carolyn Marvin, When Old Technologies Were New: Thinking
About
Communications
in the Late Nineteenth Century. Oxford, 1988
18-19th
Centuries
Carl Kaestle, Helen Damon-Moore, Lawrence C. Stedman,
Katherine Tinsley,
and
William Vance Trollinger, Jr., Literacy in the United States:
Readers
and Reading Since 1880. Yale UP 1991
James P Danky and Wayne A Wiegand, eds. Print Culture
in a Diverse
America.
Illinois, 1998
Robert A. Gross, Much Instruction from Little Reading:
Books and Libraries
in
Thoreau’s Concord. Virginia, 1988
_____, “Printing, Politics, and the People,” Proceedings
of the AAS 99 (1989)
375-397
____, “Reading Culture, Reading books,” Proc, AAS
106 (1996)
Joseph F. Kett, The Pursuit of Knowledge Under
Difficulties: From Self-
Improvement
to Adult Education in America, 1759-1990. Stanford 1994
Joseph F. Kett and Patricia A McClung, Book Culture in
Post-Revolutionary
Virginia.
American Antiquarian Society 1984
Mary Kupiec Cayton, “The Making of An American Prophet:
Emerson, his
Audiences,
and the Rise of the Culture Industry in Nineteenth-Century
America,”
American Historical Review 92 (1987)
Michael Schudson, Discovering the News. Basic, 1978
Thomas Leonard, News for All: America’s Coming of Age
with the Press.
Oxford,
1995
David Nord, Communities of Journalism: A History of
American Newspapers and
their
Readers. Illinois, 2002
David Henkin, City Reading: Written Works and Public
Spaces in Antebellum
New
York. Columbia, 1998
James L. Machor, ed., Readers in History JHUP 1993
Cathy N. Davidson, ed., Reading in America JHUP
1989
____, Revolution and the Word: The Rise of the Novel
in Amerce. Oxford 1986
Ann Douglas, The Feminization of American Culture.
Knopf, 1977
Jane Tompkins, Sensational Designs: The Cultural Work
of American Fiction,
1790-1860.
Oxford, 1985
Susan S. Williams, “Widening the World: Susan Warner, Her
Readers, and the
Assumption
of Authorship,” American Quarterly, 42 (1990), 565-586
Nina Baym, Novels, Readers and Reviewers: Responses to
Fiction in Antebellum
America.
Cornell, 1984
Richard Brodhead, Cultures of Letters: Scenes of
Reading and Writing in
Nineteenth
Century America. Chicago, 1993
Michael Newbury, Figuring Authorship in Antebellum
America. Stanford 1997
Michael Hackenberg, ed., Getting the Books Out.
Papers of the Chicago Conference
on the
Book in 19th-Century America. Library of Congress, 1987
Louise L. Stevenson, “Prescripton and Reality: Reading
Advisors and Reading
Practice,
1860-1880,” Book Research Q, 6 (1990-1991), 43-61
Isabel Lehuu, Carnival on the Page: Popular Print
Media in Antebellum America.
UNC 2000
Ronald Zboray, A Fictive People: Antebellum Economic
Development and the
American
Reading Public. Oxford, 1993, and many articles
Michael Denning, Mechanic Accents: Dime Novels and
Working-Class Culture
in
America. Verso, 1987
Lawrence W Levine, Highbrow/Lowbrow: The Emergence of
Cultural Hierarchy
in America.
Oxford 1978
Anne Ruggles Gere, Intimate Practices: Literacy and
Cultural Work in U.S.
Women’s
Clubs, 1880-1920. Illinois, 1997
Richard Ohmann, Selling Markets: Magazines, Markets,
and Class at the Turn
of
the Century. Verso, 1996
Abigail A. Van Slyck, Free to All: Carnegie Libraries
and American Culture
1890-1920
Chicago 1995
Helen Damon-Moore, Magazines for the Millions: Gender
and Commerce in
the
Ladies’ Home Journal and the Saturday Evening Post, 1880-1910.
SUNY,
1994
Ellen Gruber Garvey, The Adman in the Parlor:
Magazines and the Gendering
of
Consumer Culture, 1889s to 1910. Oxford, 1996
Robert Darnton (see above)
James Smith Allen, In the Public Eye: A History of
Reading in Modern France
1800-1940.
Princeton, 1991
_____, “Toward a Social History of French Romanticism,” Journal
of Social
History,
13 (1979), 253-276
Martyn Lyons, Readers and Society in
Nineteenth-Century France: Workers,
Women,
Peasants. Palgrave 2001
Ronald Fullerton, “Creating a Mass Book Markets in Germany,” Journal of
Social
History 10 (1977), 265-283
_____, “Toward a Popular Culture in Germany,” ibid.,
12 (1979),
R.K. Webb, The British Working Class Reader. Allen
& Unwin, 1955
Richard Altick, The English Common Reader Chicago
1957
Kate Flint, The Woman Reader 1837-1914. Oxford
1993
Sally Mitchell, “Sentiment and Suffering: Women’s
Recreational Reading,”
Victorian
Studies 21 (1977), 29-45
Victor Neuberg, Popular Literature. Penguin 1977
_____, “The Literature of the Streets,” in The
Victorian City, ed. H.J. Dyos and
Michael
Wolff (Routledge and Kegan Paul, 1973) I: 191-210
James Walvin, Leisure and Society. Longman, 1978
G.A. Cranfield, The Press and Society. Longman,
1978
Louis James, Fiction for the Working Man. Oxford
UP, 1963
A.J. Lee, The Origins of the Popular Press. Croom
Helm, 1974
Peter Bailey, Leisure and Class in Victorian England.
Toronto, 1978
Jane Mace, Playing With Time: Mothers and the Meaning
of Literacy. UCL
1988
Jonathan Rose, The Intellectual Life of the British
Working Classes. Yale, 2001
20th
Century
Jane Mace, Playing With Time: Mothers and the Meaning
of Literacy. UCL
1988
Jonathan Rose, The Intellectual Life of the British
Working Classes. Yale, 2001
Dorothy Sheridan, Brian Street, and David Bloome, eds., Writing
Ourselves:
Mass-Observation
and Literacy Practices. Hampton, 2000
Richard Hoggart, The Uses of Literacy. 1957
Raymond Williams--works
Joan Shelly Rubin, The Making of Middle Brow Culture.
UNC 1992
_____, “Self, Culture and Self-Culture in Modern
American: The Early History of
the
Book-of-the-Month Club,” Journal of American History 71 (1985),
782-806
_____, “’Information, Please!’ Culture and Expertise in
the Interwar Period,”
American
Quarterly, 35 (1983) 499-517
Janice Radway, Reading the Romance: Women, Patriarchy,
and Popular Culture.
UNC
_____, A Feeling for Books: The Book-Of-The-Month
Club, Literary Taste, and
Middle-Class
Desire UNC 1997
_____, “The Book of the Month Club and the General Reader:
On the Uses of
Serious
Fiction,” in Reading, ed. Davidson 259-284
_____, “Interpretive Communities and Variable
Literacies,” Daedalus 113 (
Summer
1984), 49-73
_____, “Reading is Not Eating: Mass-Produced Literature
and the Theoretical,
Methodological,
and Political Consequences of a Metaphor,” Book Research
Quarterly
2 (1986) 7-29
_____, “Women read the romance,” Feminist Studies,
9 (1983) 53-78
9 Reading Women
and African Americans
African
American
*Janet Cornelius, When I Can Read My Title Clear:
Literacy, Slavery, and
Religion
in the Antebellum South. South Carolina, 1991
_____, “We Slipped and Learned to Read: Slave Accounts of
the Literacy
Process,
1830-1860,” Phylon 44 (1983) 171-186
E. Jennifer Monaghan, “Reading for the Enslaved, Writing
for the Free:
Reflections
on Liberty and Literacy,” Proceedings, American Antiquarian
Society, 108 (1998), 308-341
Thomas Webber, Deep Like the Rivers: Education in the
Slave Quarter
Community.
Norton 1978
Robert C Morris, Reading, Riting, and Reconstruction:
The Education of
Freedmen
in the South, 1861-1871. Chicago 1976
Jacqueline Jones Royster, Traces of a Stream: Literacy
and Social Change
Among
African American Women. Pittsburgh, 2000
David Freedman, "African-American Schooling in the
South Prior to 1861,"
Journal
of Negro History, 84 (1999), 147
Elizabeth McHenry, Forgotten Readers: Recovering the
Lost History of African American Literary Societies. Duke, 2002
Women Reading
James L. Machor, ed., Readers in History Johns Hopkins 1993
Cathy N. Davidson, ed., Reading in America Johns Hopkins 1989
Barbara Ryan and Amy M. Thomas, eds., Reading Acts:
U.S. Readers’
Interactions
with Literature, 1800-1950. Tennessee, 2002
David Nord, Communities of Journalism: A History of
American Newspapers
and
their Readers. Illinois, 200
Helen Horowitz, “Nous Autres: Reading, Passion, and the
Creation of M.
Carey
Thomas,” Journal of American History 79 (1992), 68-95
Barbara Sicherman, “Reading and Ambition: M. Carey Thomas
and Female
Heroism,”
American Quarterly, 45 (1993) 73-103
_____, “Reading Little Women: The Many Lives of a Text,”
in U.S. History as
Women’s
History, ed. Linda K. Kerber et al (UNC, 1995) 245-266
_____. “Sense and Sensibility: A Case Study of Women’s
Reading in Late-
Nineteenth-Century
America,” in Reading in America, ed. Davison,
201-225
Mary Kelley, “Reading Women/Women Reading: The Making of
Learned
Women in
Antebellum America,” Journal of American History 83
(1996),
401-424
Cathy N. Davidson, Revolution and the Word: The Rise
of the Novel in
America.
Oxford 1986
Linda J. Docherty, “Women as Readers: Visual
Representations,” Proceedings
of
the AAS, 107 (1997), 335-388
Anne Ruggles Gere, Intimate Practices: Literacy and
Cultural Work in U.S.
Women’s
Clubs, 1880-1920. Illinois, 1997
Helen Damon-Moore, Magazines for the Millions: Gender
and Commerce in the
Ladies’
Home Journal and the Saturday Evening Post, 1880-1910.
SUNY,
1994
Ellen Gruber Garvey, The Adman in the Parlor:
Magazines and the Gendering
of
Consumer Culture, 1889s to 1910. Oxford, 1996
Janice Radway, Reading the Romance: Women, Patriarch,
and Popular Culture.
UNC
Kate Flint, The Woman Reader 1837-1914. Oxford
1993
Sally Mitchell, “Sentiment and Suffering: Women’s
Recreational Reading,”
Victorian
Studies 21 (1977), 29-45
Jane Mace, Playing With Time: Mothers and the Meaning
of Literacy.
UCL 1988
Writing
Dena Goodman, “L’ortografe des dames: Gender and Language in the Old
Regime,”
French Historical Studies, 25 (2002), 191-223
Carolyn Steedman, The Tidy House. Virago, 1982
Susan Miller, Assuming the Position: Cultural Pedagogy
and the Politics
of
Commonplace Writing. Pittsburgh, 1998
Catherine Hobbs, Nineteenth-Century Women Learn to
Write. Virginia, 1995
Janet Carey Eldred and Peter Mortensen. Imagining
Rhetoric: Composing
Women
of the Early United States. Pittsburgh, 2002
Tamara Plakins Thornton, Handwriting in America: A
Cultural History.
Yale
1996
10 20th C. Literacy Campaigns and their Precedents and Consequences
Select
from:
Ben Eklof, Russian Peasant Schools, 1861-1914.
California, 1986
Jeffrey Brooks, When Russia Learned to Read: Literacy
and Popular
Literature,
1861-1917. Princeton, 1985
Evelyn Rawski, Education and Popular Literacy in
Ch’ing China.
Michigan
1979
Glen Peterson, The Power of Words: Literacy and
Revolution in South
China
1949-95. UBC, 1997
Colin Lankshear with Moira Lawler, Literacy, Schooling
and Revolution.
Falmer,
1987
Robert Arnove, “The Nicaraguan National Literacy Crusade
of 1980,”
Comparative
Education Review, 25 (1981), 244-260
_____, Education and Revolution in Nicaragua.
Praeger, 1986
_____, Education as Contested Terrain: Nicaragua,
1979-1993. Westview, 1994
Jonathan Kozol, “A New Look at the Literacy Campaign in
Cuba,” Harvard
Educational
Review, 48 (1978), 341-377
_____, Children of the Revolution. Delacorte, 1978
Mike Rose, Lives on the Boundary: The Struggles and Achievements of
America’s
Underprepared.
Free Press, 1989
Ralph Cintron, Angels’ Towns: Chero Ways, Gang Life,
and Rhetorics of the
Everyday.
Beacon, 1997
Jonathan Kozol, Amazing Grace: The Lives of Children
and the Conscience of a
Nation.
Crown, 1965
_____, Ordinary Resurrections: Children in the Years
of Hope. Crown, 2000
Shirley Brice Heath, Ways With Words: Language, Life,
and Work in
Communities
and Class Rooms. Cambridge, 1983
David Barton and Mary Hamilton. Local Literacies:
Reading and Writing in
One
Community. Routledge, 1998
David Barton, Mary Hamilton, and Roz Ivanic, eds. Situated
Literacies:
Reading
and Writing in Context. Routledge, 2000
Eve Gregory and Ann Williams, City Literacies:
Learning to Read Across
Generations
and Cultures. 2000
14 The Twentieth Century in Historical Context/ The Myth of Decline & The
Future of Literacy/ies
Walter Ong, Orality and Literacy. Methuen, 1982
Jack Goody, The Domestication of the Savage Word.
Cambridge 1997
E.D. Hirsch, Cultural Literacy. Houghton Mifflin;
his followers; and their critics
Henry Milner, Civic Literacy. University Press of
New England, 2002
Sven Birkerts, The Gutenberg Elegies. Fawcett,
1994
Bill Cope and Mary Kalantzis, eds. Multiliteracies:
Literacy Learning and the
Design
of Social Futures. Routledge, 2000
Margaret A. Gallego and Sandra Hollingsworth, eds. What
Counts as Literacy:
Challenging
the School Standard. Teachers College 2000
Colin Lankshear and Peter McLaren, eds, Critical
Literacy: Politics, Praxis, and the
Postmodern.
SUNY, 1993
James Paul Gee, Glynda Hull, and Colin Lankshear, The
New Work Order
Westview
1996
Ramona Fernandez, Imagining Literacy. Texas 2001
Sonja Lanehart, Sista Speak! Black Women Kinfolk Talke
about Language and
Literacy Texas 2002
Cynthia L. Selfe, Technology and Literacy in the 21st
Century. Southern Illlinois,
1999
Kathleen E. Welch, Electric Rhetoric: Classical
Rhetoric, Oralism, and a New
Literacy.
MIT, 1999
Ellen J. Esrock, The Reader’s Eye: Visual Imaging as
Reader Response JHUP 1994
Mark Poster, What’s the Matter with the Internet?
Minnesota, 2001
Andrea A. diSessa, Changing Minds: Computers,
Learning, and Literacy. MIT 2000
Geoffrey Nunberg, ed.: The Future of the Book California 1996
R. Howard Bloch and Carla Hesse, eds., Future
Libraries. California, 1993