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The Consciousness of Mediation in Eighteenth-Century Britain
The eighteenth century has long been associated with realism and objective description, modes of representation that deemphasize writing. But in the middle decades of the century, Christina Lupton observes, authors described with surprising candor the material and economic facets of their own texts' production. In Knowing Books Lupton examines a variety of eighteenth-century sources, including sermons, graffiti, philosophical texts, and magazines, which illustrate the range and character of mid-century experiments with words announcing their status as physical objects. Books that "know" their own presence on the page and in the reader's hand become, in Lupton's account, tantalizing objects whose entertainment value competes with that of realist narrative.
Knowing Books introduces these mid-eighteenth-century works as part of a long history of self-conscious texts being greeted as fashionable objects. Poststructuralist and Marxist approaches to literature celebrate the consciousness of writing and economic production as belonging to revolutionary understandings of the world, but authors of the period under Lupton's gaze expose the facts of mediation without being revolutionary. On the contrary, their explication of economic and material processes shores up their claim to material autonomy and economic success. Lupton uses media theory and close reading to suggest the desire of eighteenth-century readers to attribute sentience to technologies and objects that entertain them.
Rather than a historical study of print technology, Knowing Books offers a humanist interpretation of the will to cede agency to media. This horizon of theoretical engagement makes Knowing Books at once an account of the least studied decades of the eighteenth century and a work of relevance for those interested in new attitudes toward media in the twenty-first.
While a large amount of scholarship about Milan Kundera's work exists, in Liisa Steinby's opinion his work has not been studied within the context of (European) modernity as a sociohistorical and a cultural concept. Of course, he is considered to be a modernist writer (some call him even a postmodernist), but what the broader concept of modernity intellectually, historically, socially, and culturally means for him and how this is expressed in his texts has not been thoroughly examined. Steinby's book fills this vacuum by analyzing Kundera's novels from the viewpoint of his understanding of the existential problems in the culture of modernity. In addition, his relation to those modernist novelists from the first half of the twentieth century who are most important for him is scrutinized in detail. Steinby’s Kundera and Modernity is intended for students of modernism in literary and (comparative) cultural studies, as well as those interested in European and Central European studies. Key Points: • Offers new insights into the work of the popular modern writer Milan Kundera. • Expands the reader’s understanding of the meaning of the concept of “modernity.” • Widens the literature available in English about Central European culture. Quote: “This work is superb. By examining the works and traditions that Kundera claims to have influenced him, Steinby demonstrates how Kundera’s misreading of previous novelists as well as his own desire to be taken out of the Czech or Central European context has informed his own work. This book is the result of many years of painstaking research.” Craig Cravens, Indiana University
Literacy Instruction and Acquisition in a Cultural Context
An experienced teacher of reading and writing and an award-winning historian, E. Jennifer Monaghan brings to vibrant life the process of learning to read and write in colonial America. Ranging throughout the colonies from New Hampshire to Georgia, she examines the instruction of girls and boys, Native Americans and enslaved Africans, the privileged and the poor, revealing the sometimes wrenching impact of literacy acquisition on the lives of learners. For the most part, religious motives underlay reading instruction in colonial America, while secular motives led to writing instruction. Monaghan illuminates the history of these activities through a series of deeply researched and readable case studies. An Anglican missionary battles mosquitoes and loneliness to teach the New York Mohawks to write in their own tongue. Puritan fathers model scriptural reading for their children as they struggle with bereavement. Boys in writing schools, preparing for careers in counting houses, wield their quill pens in the difficult task of mastering a "good hand." Benjamin Franklin learns how to compose essays with no teacher but himself. Young orphans in Georgia write precocious letters to their benefactor, George Whitefield, while schools in South Carolina teach enslaved black children to read but never to write. As she tells these stories, Monaghan clears new pathways in the analysis of colonial literacy. She pioneers in exploring the implications of the separation of reading and writing instruction, a topic that still resonates in today's classrooms. Monaghan argues that major improvements occurred in literacy instruction and acquisition after about 1750, visible in rising rates of signature literacy. Spelling books were widely adopted as they key text for teaching young children to read; prosperity, commercialism, and a parental urge for gentility aided writing instruction, benefiting girls in particular. And a gentler vision of childhood arose, portraying children as more malleable than sinful. It promoted and even commercialized a new kind of children's book designed to amuse instead of convert, laying the groundwork for the "reading revolution" of the new republic.
Vol. 7 (2006) through current issue
The Library is the journal of the Bibliographical Society. For more than a hundred years it has been the pre-eminent scholarly journal for the history of books, both manuscript and printed, and the role of books in history. All aspects of descriptive and historical bibliography come within its scope, including the general and economic history of the production and distribution of books, paper, printing types, illustration, and binding, as well as the transmission of texts and their authenticity. Each issue of The Library normally contains 100-115 pages, illustrated where necessary. Also included in each issue are reviews and lists of recent books and periodicals in the field. A comprehensive index is issued annually.
Literary Advertising and the Shaping of British Romanticism investigates the entwined histories of the advertising industry and the gradual commodification of literature over the course of the Romantic Century (1750–1850). In this well-written and detailed study, Nicholas Mason argues that the seemingly antagonistic arenas of marketing and literature share a common genealogy and, in many instances, even a symbiotic relationship. Drawing from archival materials such as publisher account books, merchant trade cards, and author letters, Mason traces the beginnings of many modern advertising methods—including product placement, limited-time offers, and journalistic puffery—to the British book trade during the eighteenth and nineteenth centuries. Until now, Romantic scholars have not fully recognized advertising’s cultural significance or the importance of this period in the origins of modern advertising. Mason explores Lord Byron’s appropriation of branding, Letitia Elizabeth Landon’s experiments in visual marketing, and late-Romantic debates over advertising's claim to be a new branch of the literary arts. Mason uses the antics of Romantic-era advertising to illustrate the profound implications of commercial modernity, both in economic practices governing the book trade and, more broadly, in the development of the modern idea of literature.
In 1810 a literary phenomenon swept through Britain, Europe and beyond: the publication of Sir Walter Scott’s epic poem The Lady of the Lake, set in the wild romantic landscape around Loch Katrine and the Trossachs. The world’s first international blockbusting bestseller, in terms of sheer publishing sensation nothing like it was seen until the Harry Potter books. Exploring the potent appeal that links books, places, authors and readers, this collection of eleven essays examines tourism in the Trossachs both before and after 1810, and surveys the indigenous Gaelic culture of the area. It also considers how Sir Walter’s writings responded to the landscape, history and literature of the region, and traces his impact on the tourists, authors and artists who thronged in his wake.
American Book Fictions and Literary Print Culture after Digitization
Paths Not Taken by the British Novel
The complicated junctions negotiated by the novel during the eighteenth century reveal not only achievements but also exclusions. Misfit Forms offers a speculative reconstruction of roads less travelled. What if typographical emphasis and its associated transmission of sensuality and feeling had not lost out to “transparent” typography and its paradigms of sympathetic identification? What was truncated when cumulative narrative structures were declared primitive in relation to the unified teleological plot? What visions of the novel’s value as an arena for experience were sidelined when novel reading was linked to epistemological gain?_x000B__x000B_Reading novels by Sterne, Charlotte Bronte, Defoe, Gaskell, Hardy and Woolf in tandem with less known works, Nandrea illuminates the modes and techniques that did not become mainstream. Following Deleuze, Nandrea traces the “dynamic repetitions” of these junctures in the work of later writers. Far from showing the eclipse of primitive modes, such moments of convergence allow us to imagine other possibilities for the novel’s trajectory._x000B_
Wordsworth and the Life Writing
The Metafictional Paradox
Linda Hutcheon, in this original study, examines the modes, forms and techniques of narcissistic fiction, that is, fiction which includes within itself some sort of commentary on its own narrative and/or linguistic nature. Her analysis is further extended to discuss the implications of such a development for both the theory of the novel and reading theory.
Having placed this phenomenon in its historical context Linda Hutcheon uses the insights of various reader-response theories to explore the “paradox” created by metafiction: the reader is, at the same time, co-creator of the self-reflexive text and distanced from it because of its very self-reflexiveness. She illustrates her analysis through the works of novelists such as Fowles, Barth, Nabokov, Calvino, Borges, Carpentier, and Aquin. For the paperback edition of this important book a preface has been added which examines developments since first publication.