Matteo Pangallo is associate professor of English at Virginia Commonwealth University. Emily B. Todd is dean of the School of Arts and Sciences at Eastern Connecticut State University.

“This well-conceived collection is the first to investigate book history pedagogy itself, and it does so in a generous and inclusive way. It manages to be a comprehensive resource for current pedagogy in book history while also providing ideas and inspiration for future instructors. The editors have done an excellent job in bringing together a wide range of voices and perspectives.”—Shafquat Towheed, coeditor of Reading and the First World War: Readers, Texts, Archives“This collection, the first of its kind on the teaching of book history, offers a nicely diverse list of contributors, including major scholars who have been involved in this field for a long time.”—Christine Pawley, author of Organizing Women: Home, Work, and the Institutional Infrastructure of Print in Twentieth-Century America

• FiguresAcknowledgmentsIntroductionMatteo Pangallo and Emily B. ToddPART 1Conceptualizing the Teaching of Book HistoryChapter 1.1When and Where Did We Start Teaching Book History?Leslie HowsamChapter 1.2Why We Teach Book History making it relevant Jonathan RoseChapter 1.3Teaching a Feminist Book HistoryKate OzmentChapter 1.4 Teaching Black Book HistoryBeginning Outside the BookBrigitte Fielder and Jonathan SenchyneChapter 1.5The Book in the WorldTeaching a Global History of the BookFrederick NestaChapter 1.6Programmable TypeThe Craft of printing, the Craft of CodeRyan CordellPART 2Teaching Book History as a CourseChapter 2.1Book History in the MakingMark Alan Mattes, Delinda Buie, and Rachel SingelChapter 2.2Mediating the Student BodyLabor Literacy, and Experiential Learning in the Book History ClassroomLisa MarucaChapter 2.3The Printed Word EnduresStudying Book History by Making BooksJosef BeeryChapter 2.4Teaching the History of Illustrated Texts Broadside Ballads as Early Modern MemesMolly HandChapter 2.5Location, Location, LocationReading Canonical Fiction in Periodical ContextBarbara HochmanChapter 2.6“Race and Publishing in the United States” an Advanced Undergraduate SeminarAllison FaganChapter 2.7Old Books and New ScholarsUndergraduate Mentored Reasearch in the Book History ClassroomJamie HorrocksChapter 2.8The Book History Master’s Degree a Case StudyTom MoleChapter 2.9The Librarians of BabelTeaching the History of the Book to Future ProfessionalsRebecca BaumannChapter 2.10The Uninhibited ArchiveTeaching Book History through Public ExhibitionAlex Mueller and Cheryl NixonChapter 2.11Using Periodicals Databases in Book History PedagogyChristine WoodyChapter 2.12Book History Online, or, How I Learned to Stop Worrying and Love the ROMMatt CarterPART 3Using Book History in Other CoursesChapter 3.1“Who Made This Book?”Teaching Information Literacy through Book HistoryJennifer Newman and Julie Van PeteghemChapter 3.2What Is the Value of a Text?Harry Potter, G. Thomas Tanselle, and AlibrisLaura EstillChapter 3.3“Brit. Lit. I” from Only One LibraryJoshua EckhardtChapter 3.4Accessibility and Teaching Book HistoryClare MullaneyChapter 3.5The History of the Book in/and the New WorldGeorge Antony ThomasChapter 3.6Teaching Indigenous and Multiethnic Literature through Book HistoryAmy GoreChapter 3.7“Through the Windows of This Book”Teaching Children’s Literature through the History of the BookSarah WadsworthChapter 3.8 Gesso, Amatl, and GlyphsUsing Mesoamerican Codices to Teach about the Material Complexities of (digital) Humanities ProjectsNora C. BenedictChapter 3.9(Un)Making Texts/(Re)Making BooksEditing in the Undergraduate ClassroomThomas A. HamillChapter 3.10Teaching American Women’s Authorship in the American Literature Survey through the History of the BookMelissa J. HomesteadChapter 3.11 Rhetoric of the iPhoneA Twenty-First Century Writing CourseCaroline B. BartaChapter 3.12Using Book History in Graduate Book Publishing ProgramsRachel Noorda and Claire SquiresChapter 3.13 Toni Morrison’s LorainCommunity-based Learning about the History of the Black BookJewon WooPART 4Resources for Teaching Book HistoryChapter 4.1The London Rare Books SchoolKaren AttarChapter 4.2 Meet the (Book) BeetleTeaching with a Table Top Letter PressMatthew Kirschenbaum, Mallory Haselberger, Britt Starr, and Kari KrausChapter 4.3The Virtual Printing HouseExploring Early Modern Book Construction with DIY First FolioKyle Sebastian VitaleChapter 4.4Digital Resources for Teaching African American Book HistoryHeidi MorseChapter 4.5 Thinking DEEP-lyThe database of Early English Playbooks in the Undergraduate ClassroomSarah Neville and Natalie DaleaChapter 4.6Teaching with Digital Illustration ResourcesMichael John GoodmanAfterwordBook Learning Leah PriceContributorsIndex

Matteo Pangallo is associate professor of English at Virginia Commonwealth University. Emily B. Todd is dean of the School of Arts and Sciences at Eastern Connecticut State University.

“This well-conceived collection is the first to investigate book history pedagogy itself, and it does so in a generous and inclusive way. It manages to be a comprehensive resource for current pedagogy in book history while also providing ideas and inspiration for future instructors. The editors have done an excellent job in bringing together a wide range of voices and perspectives.”—Shafquat Towheed, coeditor of Reading and the First World War: Readers, Texts, Archives“This collection, the first of its kind on the teaching of book history, offers a nicely diverse list of contributors, including major scholars who have been involved in this field for a long time.”—Christine Pawley, author of Organizing Women: Home, Work, and the Institutional Infrastructure of Print in Twentieth-Century America

• FiguresAcknowledgmentsIntroductionMatteo Pangallo and Emily B. ToddPART 1Conceptualizing the Teaching of Book HistoryChapter 1.1When and Where Did We Start Teaching Book History?Leslie HowsamChapter 1.2Why We Teach Book History making it relevant Jonathan RoseChapter 1.3Teaching a Feminist Book HistoryKate OzmentChapter 1.4 Teaching Black Book HistoryBeginning Outside the BookBrigitte Fielder and Jonathan SenchyneChapter 1.5The Book in the WorldTeaching a Global History of the BookFrederick NestaChapter 1.6Programmable TypeThe Craft of printing, the Craft of CodeRyan CordellPART 2Teaching Book History as a CourseChapter 2.1Book History in the MakingMark Alan Mattes, Delinda Buie, and Rachel SingelChapter 2.2Mediating the Student BodyLabor Literacy, and Experiential Learning in the Book History ClassroomLisa MarucaChapter 2.3The Printed Word EnduresStudying Book History by Making BooksJosef BeeryChapter 2.4Teaching the History of Illustrated Texts Broadside Ballads as Early Modern MemesMolly HandChapter 2.5Location, Location, LocationReading Canonical Fiction in Periodical ContextBarbara HochmanChapter 2.6“Race and Publishing in the United States” an Advanced Undergraduate SeminarAllison FaganChapter 2.7Old Books and New ScholarsUndergraduate Mentored Reasearch in the Book History ClassroomJamie HorrocksChapter 2.8The Book History Master’s Degree a Case StudyTom MoleChapter 2.9The Librarians of BabelTeaching the History of the Book to Future ProfessionalsRebecca BaumannChapter 2.10The Uninhibited ArchiveTeaching Book History through Public ExhibitionAlex Mueller and Cheryl NixonChapter 2.11Using Periodicals Databases in Book History PedagogyChristine WoodyChapter 2.12Book History Online, or, How I Learned to Stop Worrying and Love the ROMMatt CarterPART 3Using Book History in Other CoursesChapter 3.1“Who Made This Book?”Teaching Information Literacy through Book HistoryJennifer Newman and Julie Van PeteghemChapter 3.2What Is the Value of a Text?Harry Potter, G. Thomas Tanselle, and AlibrisLaura EstillChapter 3.3“Brit. Lit. I” from Only One LibraryJoshua EckhardtChapter 3.4Accessibility and Teaching Book HistoryClare MullaneyChapter 3.5The History of the Book in/and the New WorldGeorge Antony ThomasChapter 3.6Teaching Indigenous and Multiethnic Literature through Book HistoryAmy GoreChapter 3.7“Through the Windows of This Book”Teaching Children’s Literature through the History of the BookSarah WadsworthChapter 3.8 Gesso, Amatl, and GlyphsUsing Mesoamerican Codices to Teach about the Material Complexities of (digital) Humanities ProjectsNora C. BenedictChapter 3.9(Un)Making Texts/(Re)Making BooksEditing in the Undergraduate ClassroomThomas A. HamillChapter 3.10Teaching American Women’s Authorship in the American Literature Survey through the History of the BookMelissa J. HomesteadChapter 3.11 Rhetoric of the iPhoneA Twenty-First Century Writing CourseCaroline B. BartaChapter 3.12Using Book History in Graduate Book Publishing ProgramsRachel Noorda and Claire SquiresChapter 3.13 Toni Morrison’s LorainCommunity-based Learning about the History of the Black BookJewon WooPART 4Resources for Teaching Book HistoryChapter 4.1The London Rare Books SchoolKaren AttarChapter 4.2 Meet the (Book) BeetleTeaching with a Table Top Letter PressMatthew Kirschenbaum, Mallory Haselberger, Britt Starr, and Kari KrausChapter 4.3The Virtual Printing HouseExploring Early Modern Book Construction with DIY First FolioKyle Sebastian VitaleChapter 4.4Digital Resources for Teaching African American Book HistoryHeidi MorseChapter 4.5 Thinking DEEP-lyThe database of Early English Playbooks in the Undergraduate ClassroomSarah Neville and Natalie DaleaChapter 4.6Teaching with Digital Illustration ResourcesMichael John GoodmanAfterwordBook Learning Leah PriceContributorsIndex