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This book situates the medieval manuscript within its cultural contexts, with chapters by experts in bibliographical and theoretical approaches to manuscript study.
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.
If you work with digital photos of manuscripts or archival materials, Among Digitized Manuscripts provides the conceptual and practical toolbox for you to create a state-of-the-art methodology and workflow. No previous computer knowledge is required.
Script and writing were among the most important inventions in human history, and until the invention of printing, the handwritten book was the primary medium of literary and cultural transmission. Although the study of manuscripts is already quite advanced for many regions of the world, no unified discipline of ‘manuscript studies’ has yet evolved which is capable of treating handwritten books from East Asia, India and the Islamic world equally alongside the European manuscript tradition. This book, which aims to begin the interdisciplinary dialogue needed to arrive at a truly systematic and comparative approach to manuscript cultures worldwide, brings together papers by leading researchers concerned with material, philological and cultural aspects of different manuscript traditions.
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.
Reading Material in Early Modern England rediscovers the practices and representations of sixteenth- and seventeenth-century English readers. By telling their stories and insisting upon their variety, Brayman Hackel displaces both the singular 'ideal' reader of literacy theory and the elite male reader of literacy history.
Material Transgressions reveals how Romantic-era authors think outside of historical and theoretical ideologies that reiterate notions of sexed bodies, embodied subjectivities, isolated things, or stable texts. The essays gathered here examine how Romantic writers rethink materiality, especially the subject-object relationship, in order to challenge the tenets of Enlightenment and the culture of sensibility that privileged the hegemony of the speaking and feeling lyric subject and to undo supposedly invariable matter, and representations of it, that limited their writing, agency, knowledge, and even being. In this volume, the idea of transgression serves as a flexible and capacious discursive and material movement that braids together fluid forms of affect, embodiment, and textuality. The texts explored offer alternative understandings of materiality that move beyond concepts that fix gendered bodies and intellectual capacities, whether human or textual, idea or thing. They enact processes – assemblages, ghost dances, pack mentality, reiterative writing, shapeshifting, multi-voiced choric oralities – that redefine restrictive structures in order to craft alternative modes of being in the world that can help us to reimagine materiality both in the Romantic period and now. Such dynamism not only reveals a new materialist imaginary for Romanticism but also unveils textualities, affects, figurations, and linguistic movements that alter new materialism’s often strictly ontological approach. List of contributors: Kate Singer, Ashley Cross, Suzanne L. Barnett, Harriet Kramer Linkin, Michael Gamer, Katrina O’Loughlin, Emily J. Dolive, Holly Gallagher, Jillian Heydt-Stevenson, Mary Beth Tegan, Mark Lounibos, Sonia Hofkosh, David Sigler, Chris Washington, Donelle Ruwe, Mark Lussier.
This second edition of Jay David Bolter's classic text expands on the objectives of the original volume, illustrating the relationship of print to new media, and examining how hypertext and other forms of electronic writing refashion or "remediate" the forms and genres of print. Reflecting the dynamic changes in electronic technology since the first edition, this revision incorporates the Web and other current standards of electronic writing. As a text for students in composition, new technologies, information studies, and related areas, this volume provides a unique examination of the computer as a technology for reading and writing.
Writing for the Web unites theory, technology, and practice to explore writing and hypertext for website creation. It integrates such key topics as XHTML/CSS coding, writing (prose) for the Web, the rhetorical needs of the audience, theories of hypertext, usability and architecture, and the basics of web site design and technology. Presenting information in digestible parts, this text enables students to write and construct realistic and manageable Web sites with a strong theoretical understanding of how online texts communicate to audiences. Key features of the book include: Screenshots of contemporary Web sites that will allow students to understand how writing for and linking to other layers of a Web site should work. Flow charts that describe how Web site architecture and navigation works. Parsing exercises in which students break down information into subsets to demonstrate how Web site architecture can be usable and scalable. Detailed step-by-step descriptions of how to use basic technologies such as file transfer protocols (FTP). Hands-on projects for students to engage in that allow them to connect the various components in the text. A companion website with downloadable code and additional pedagogical features: www.routledge.com/cw/applen Writing for the Web prepares students to work in professional roles, as it facilitates understanding of architecture and arrangement of written content of an organization’s texts.