The Materiality Of Writing Manuscript Practices In The Age Of Print
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The Materiality of Writing. Manuscript Practices in the Age of Print
We think of the eighteenth century as the heyday of print culture, when the presses drove the ever more rapid circulation of information and argument among ever wider circles of the European population. But it remains the case that well into the nineteenth century all writing was done by hand. In fact the intensification of print culture with the rise of modern commercial society and state systems depended on an ever-increasing output of writing with pen and ink. At the same time, handwriting, and in particular the signature, came to be understood as an index of character ad authenticator if personal intent, whether it appeared on contracts, petitions or letters, or in the guest books and autograph books that recorded friendship. In acknowledgement of this, scholars have begun to focus on the interactions between print and manuscript forms. Studies of the 'reading revolution' have shone a light on marginalia - not simply evidence for reader reactions, but increasingly an object of study in themselves. And research in the history of authorship and publication between 1750 and 1850 is homing in on authorial practices that self-consciously combined manuscript and print forms. It is no longer possible to presume that print and manuscript practices and their persistence can help us to re-vision classical modernity, including the shifting border between the public and the private. This volume brings together new research by cultural historians and literary scholars that allows us to reflect on how a material approach to the uses of the pen might help us to understand the processes through which meaning and modernity were constructed in the long eighteenth century.
Innovative language teaching and learning at university: a look at new trends
Author: Nelson Becerra
language: en
Publisher: Research-publishing.net
Release Date: 2019-05-06
The present volume collects papers from InnoConf18, which took place at the University of Liverpool in June 2018. The theme of the conference was ‘New trends in language teaching and learning at university’. The contributions collected here aim to reflect on best practice in the sector while at the same time capturing state-of-the-art language teaching and learning methodologies. The short papers in this peer-reviewed selection display examples of active learning and student empowerment across all levels of learning and demonstrate the benefits of maximising engagement through a creative and inspiring learning environment. We believe this volume will be of use to language teachers and practitioners in higher education and beyond.
Impagination – Layout and Materiality of Writing and Publication
Author: Ku-ming (Kevin) Chang
language: en
Publisher: Walter de Gruyter GmbH & Co KG
Release Date: 2021-01-18
This volume is the first comparative history that studies the practice of impagination across different ages and civilizations. By impagination we mean the act of placing and arranging spatially textual and other information onto a material bearer that could be made of a variety of materials (papyrus, bamboo slips, palm leaf, parchment, paper, and the computer screen). This volume investigates three levels of impagination: what is the page or other unit of the material bearer, what is written or printed on it, and how is writing or print placed on it. It also examines the interrelations of two or all three of these levels. Collectively it examines the material and materiality of the page, the variety of imprints, cultural and historical conventions for impagination, interlinguistic encounters, the control of editors, scribes, publishers and readers over the page, inheritance, borrowing and innovation, economics, aesthetics and socialities of imprints and impagination, and the relationship of impagination to philology. This volume supplements studies on mise en page and layout – an important subject of codicology – first by including non-codex writings, second by taking a closer look at the page or other unit than at the codex (or book), and third by its aspiration to adopt a globally comparative approach. This volume brings together for comparison vast geographical realms of learning, including Europe, China, Tibet, Korea, Japan and the Near Eastern and European communities in which the Hebrew Bible was transmitted. This comparison is significant, for Europe, China, and India all developed great traditions of learning which came into intensive contact. The contributions to this volume are firmly rooted in local cultures and together address global, comparative themes that are significant for multiple disciplines, such as intellectual and cultural history of knowledge (both humanistic and scientific), global history, literary and media studies, aesthetics, and studies of material culture, among other fields.