SCHOOL OF INFORMATION SCIENCES

LIS 3100 SEMINARS IN PROFESSIONAL ISSUES:

Defining Information Ages: A Reading Seminar

Fall 2005

Instructor:          Richard J. Cox

Office:        SIS 648

Office Hours:           Mondays 1:30-4:30

Telephone:           412-624-3245

Email: rcox@mail.sis.pitt.edu or rjcox111@Comcast.net

Course Description and Objectives

The constant reference to our modern era as the “Information Age,” so designated because of the advent of the digital computer and the emergence of a networked society, is not without problems. Many earlier eras were likewise marked by the development and use of new information technologies, and it is imperative that students preparing for academic and research careers in the information sciences fully understand the scholarly, policy, and public debates about the history and evolution of various information ages.

This is a reading seminar, with the objectives being to immerse students into the relevant literature on the nature of the history of the Information Age, as described above, and to assist students to understand how to assess and critique the literature. This course stresses the researching and writing of books ranging across scholarly, professional, and trade publications and orienting students to these publications, their strengths, their weaknesses, and the process by which they are conceived and completed. There will be some journal articles relating to the nature of academic knowledge production, but mostly students will be immersed into the vast monographic literature in the information professions or from other disciplines commenting on information work and technology or with critical significance to these professions. The focus on the production of a scholarly book is deliberate, because it is most like the process of researching and writing a dissertation.

Students will read one book in common for each class session. Each student also will be asked to read three other books (from the “recommended reading” section) for a class session, focusing on thesis, methodology, the author or authors, the reception of the book, the value of it for understanding the nature of information and society and the information professions, and its strengths and weaknesses. Obviously, students will not be expected to read thoroughly each work, but they will be expected to gain a substantial understanding of the book by selective reading and supplementary research (similar for what they might do in preparing for their comprehensive examination).

A purpose of the course is to assist students to construct a substantial knowledge about the nature of the various historical information ages, weaving together archival, library, and information science issues and concepts. Readings will cover such topics as the origins of language; deciphering ancient texts and the advancement of knowledge; reading before and after print; the printing revolution; control, information, and the origins of the modern information era; information and colonial power; the emergence of the modern office; the rise of modern government and the creation and use of records and information systems; the future of print and reading; the networked society; computers and the post-World War Two information revolution; computers and the efficiency of work and organizations; computers, cyberspace, and community; privacy, security, and the modern Information Age; censorship; intellectual property and the modern Information Age; and truth commissions, evidence , and documents.

The course is structured, after a couple of weeks of introductory material on the nature of publication, research, and teaching in the LIS fields, along a chronological scheme, such as Ancient World; Medieval period; Renaissance and Reformation; the Age of Reason; the Nineteenth Century and the Development of a Networked Society; the Progressive Period, 1890-1930; and so forth, right up into the World Wide Web and predictions of the future. As an example, in considering the critical era known as the Progressive Period, we will examine the development of office automation, the emergence of the modern university, the establishment of professions and the era of specialization, the concomitant establishment of the modern museum, archives, and library, the influence of government reform, and the conceiving of new management theories such as Taylorism and scientific management. Two-thirds of the class session time will be devoted to students reporting on and critiquing the readings, and the remainder of the time will be a orientation by the instructor to the readings and the discussion of research themes and opportunities that emerge from the examined scholarship. If the instructor is engaged in or has been in the past engaged in research related to the themes of the readings, he will describe this research.

Assignments and Grading

The course grade will be based on the completion of a research paper and class participation.  Class attendance is mandatory.  This course is a seminar, and class participation is an integral part of the seminar experience.  Doctoral students should come to class prepared to discuss the readings and their own research.  The research paper constitutes 70 percent of the course grade, with participation in class representing the remaining portion of the grade.

The major paper is to be a critical bibliographic assessment of some topic related to the nature of the modern Information Age, the notion of defining what an information age means, or some historical aspect of the modern or previous information age. Students are expected to develop a comprehensive survey about research in their selected topic, covering all the relevant scholarly disciplines, done on any aspect of what the Information Age means. Students should focus their topic in a manner allowing them to investigate it thoroughly, reflecting that they have read the critical scholarly benchmarks, reviews and evaluations of the research, dissertations related to the topic, and assessments of the state of research on their topic. The paper is due on the last day of class (December 6, 2005).  The paper must be submitted both in paper format and electronic format as a Word document (the latter sent as an email attachment to the instructor). The expected length of the paper is 35 pages, and students should use the Chicago Manual of Style as the basis for citations.

Students will not pass the course unless they have satisfactorily met all the requirements described in this syllabus.  Students may opt to take an incomplete provided the following criteria are met: 1)  the instructor is informed of the student's interest or need to do this by week twelve of the course; 2)  the incomplete assignments are completed within four weeks of the end of the course.  Extenuating circumstances or other valid reasons for not making up the course assignments will be considered by the instructor, but the student will be required to provide evidence of the severity of the circumstances preventing the student from completing the assignments.

No incomplete grades will be given for this course, unless there are dramatic or emergency circumstances affecting a student's ability to meet course requirements.  

Students with Disabilities

If you have a disability for which you are requesting an accommodation, you are encouraged to contact both the instructor and the Office of Disability Resources and Services, 216 William Pitt Union – 412-648-7890 or 412-383-7355 (TTY) – as early as possible in the term.  DRS will verify your disability and determine reasonable accommodations for the course.

Week One. August 30, 2005

Introduction to the Course; Introduction of Students; Instructor’s Research Interests and Rationale for the Course

Every issue, no matter how unique it might seem to be in its current manifestation, can be better understood if looked at historically. The notion of the “information age” is an excellent case in point. What has come to be perceived as a hallmark of our particular era is, in fact, the culmination of many economic, social, political, and technological forces. And, of course, what are seen as special characteristics of our own time have their antecedents in times long past. What makes possible the perception of the modern information age is the historical approach, a topic explored in this first seminar session, primarily by the instructor’s discussion of his own evolving historical work.

Recommended Readings

The instructor will discuss his work on themes related to this course as reflected in these writings:

Richard J. Cox, "American Archival History: Its Development, Needs, and Opportunities," American Archivist 46 (Winter 1983): 31-41. 

Richard J. Cox, "On the Value of Archival History in the United States," Libraries & Culture 23 (Spring 1988): 135-51.

Richard J. Cox, "Library History and Library Archives," Libraries & Culture 26 (Fall 1991): 569-93. 

Richard J. Cox, “Drawing Sea Serpents: The Publishing Wars on Personal Computing and the Information Age.” First Monday (May 1998), available at http://www.firstmonday.dk/issues/issue2_8/cox/index.html.

Richard J. Cox, “The Failure or Future of American Archival History:  A Somewhat Unorthodox View,” Libraries & Culture 35 (Winter 2000): 141-154.  Also in Andrew B. Wertheimer and Donald G. Davis, Jr., eds., Library History Research in America: Essays Commemorating the Fiftieth Anniversary of the Library History Round Table (Washington, D.C.: The Center for the Book, Library of Congress, 2000), pp. 141-154.

Richard J. Cox, “The Information Age and History: Looking Backward to See Us,” Ubiquity (26 September-October 4, 2000), available at http://www.acm.org/ubiquity/.

Richard J. Cox, Closing an Era: Historical Perspectives on Modern Archives and Records Management (Westport, Conn: Greenwood Press, 2000).

Richard J. Cox, “Records in the Hands of an Angry God: Jonathan Edwards and Eighteenth Century Records Management,” Records & Information Management Report 19 (November 2003): 7-11.

Richard J. Cox, Lester J. Cappon and the Relationship of History, Archives, and Scholarship in the Golden Age of Archival Theory (Chicago: Society of American Archivists, 2004).

Week Two September 6, 2005

The Concept of the Information Age

We are bombarded by advertisements telling us that we reside in the Information Age, where we are connected 24/7 to each other, our work, and globally. We are also told that information is power and that the speed by which we acquire information is essential for us to be competitive, even to survive. Yet, we can recognize that all information ages were based on some degree of information and that all information, whether created with stylus and clay or with keyboard and screen, is a technological phenomenon. During this class session we explore the idea of the Information Age historically.

Required Reading

Holbart, Michael E. and Zachary S. Schiffman. Information Ages: Literacy, Numeracy, and the Computer Revolution. Baltimore: Johns Hopkins University Press, 1998.

Recommended Reading

Castells, Manuel. The Internet Galaxy: Reflections on the Internet, Business, and Society. Oxford: Oxford University Press, 2001. This is based on Castells’ larger work, The Information Age: Economy, Society, and Culture, 3 vols. Malden, Massachusetts: Blackwell Publishers, Inc., 1996-1998.

Fischer, Steven Roger. A History of Language. London: Reaktion Books, 1999.

Fischer, Steven Roger. A History of Writing. London: Reaktion Books, 2001.

Fischer, Steven Roger. A History of Reading. London: Reaktion Books, Ltd., 2003.

Manguel, Alberto. A History of Reading. New York: Viking, 1996.

O’Donnell, James J. Avatars of the Word: From Papyrus to Cyberspace. Cambridge: Harvard University Press, 1998.

Pacey, Arnold. The Culture of Technology. Cambridge: MIT Press, 1983.

Week Three September 13, 2005

The Concept of the Document

There are many ways in which to consider the essence of the various manifestations of information ages, but none quite so powerful as the “document.” The document enables us to look back into the origins of writing, and the foundation required for any sophisticated sense of an information age, but it also allows us to consider many other types of information sources such as artifacts, buildings, cookbooks, diaries, documentaries, landscape, photographs, ruins, and television shows. All of these forms are the result of evolving technologies, but they expand the concept of what is usually associated with the modern information age (built on the back of the digital computer) to encompass many other technologies that reflect the importance and implications of information in earlier eras.

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Required Reading

Levy, David M. Scrolling Forward: Making Sense of Documents in the Digital Age. New York: Arcade Publishing, 2001.

Recommended Reading

Bower, Anne L., ed. Recipes for Reading: Community Cookbooks, Stories, Histories. Amherst: University of Massachusetts Press, 1997.

Bunkers, Suzanne L. and Cynthia A. Huff, eds. Inscribing the Daily: Critical Essays on Women’s Diaries. Amherst: University of Massachusetts Press, 1996.

Burke, Peter. Eyewitnessing: The Uses of Images as Historical Evidence. Ithaca: Cornell University Press, 2001.

Chartier, Roger, Alain Boureau, and Cecile Dauphin, Correspondence: Models of Letter-Writing from the Middle Ages to the Nineteenth Century, trans. Christopher Woodall. Princeton: Princeton University Press, 1997.

Cutright, Paul Russell. A History of the Lewis and Clark Journals. Norman: University of Oklahoma Press, 1976.

Duguid, Paul and John Seely Brown, The Social Life of Information. Boston: Harvard Business School Press, 2000.

Edgerton, Gary R. Ken Burns’s America. New York: Palgrave, 2001.

Graver, Lawrence. An Obsession with Anne Frank: Meyer Levin and the Diary. Berkeley: University of California Press, 1995.

Harris, Neil. Building Lives: Constructing Rites and Passages. New Haven: Yale University Press, 1999.

Harris, Robert. Selling Hitler. New York: Penguin Books, 1986.

Hassam, Andrew. Sailing to Australia: Shipboard Diaries By Nineteenth-Century British Immigrants (Melbourne: Melbourne University Press, 1995).

Hirsch, Julia. Family Photographs: Content, Meaning, and Effect. New York: Oxford University Press, 1981.

Hirsch, Marianne. Family Frames: Photography, Narrative and Postmemory. Cambridge: Harvard University Press, 1997.

Jackson, H. J. Marginalia: Readers Writing in Books (New Haven: Yale University Press, 2001).

Johnson, Alexandra. The Hidden Writer: Diaries and the Creative Life. New York: Anchor Book, Doubleday, 1997.

Levinson, Sanford. Written in Stone: Public Monuments in Changing Societies. Durham: Duke University Press, 1998.

Lubin, David M. Shooting Kennedy: JFK and the Culture of Images. Berkeley: University of California Press, 2003.

Manguel, Alberto. Reading Pictures: What We Think About When We Look at Art. New York: Random House, 2002; org. pub. 2000.

Mallon, Thomas. A Book of One’s Own: People and Their Diaries. New York: Ticknor and Fields, 1984.

Mayor, A. Hyatt. Prints and People: A Social History of Printed Pictures. Princeton: Princeton University Press, 1971.

Price, Mary. The Photograph: A Strange Confined Space. Stanford: Stanford University Press, 1994.

Sanjek, Roger ed. Fieldnotes: The Makings of Anthropology. Ithaca: Cornell University Press, 1990.

Schlereth, Thomas J. Artifacts and the American Past. Nashville: American Association for State and Local History, 1980.

Schlereth, Thomas J., ed. Material Culture: A Research Guide. Lawrence: University Press of Kansas, 1985.

Schwartz, Hillel. The Culture of the Copy: Striking Likenesses, Unreasonable Facsimiles. New York: Zone Books, 1996.

Stabile, Susan M. Memory’s Daughters: The Material Culture of Remembrance in Eighteenth-Century America. Ithaca: Cornell University Press, 2004.

Stilgoe, John R. Outside Lies Magic: Regaining History and Awareness in Everyday Places. New York: Walker and Co., 1998.

Theopano, Janet. Eat My Words: Reading Women’s Lives through the Cookbooks They Wrote. New York: Palgrave, 2002.

Woodward, Christopher. In Ruins. New York: Pantheon Books, 2001.

Week Four September 20, 2005

The Ancient World and the Origins of Writing and Recordkeeping

The mastery of the word (and writing) has been long associated not only with the origins of civilization, but, as well, with the power of political, religious, economic elites. While there are many scholarly interpretations and debates about the nature of early writing and recordkeeping, the notion of power and influence persistently rings through the studies of ancient literacy. In other words, the power associated with information in the digital era is, in many ways, nothing new, and understanding our own present time proceeds from learning something about our predecessors of two to ten thousand tears ago.

Required Reading

Casson, Lionel. Libraries in the Ancient World. New Haven: Yale University Press, 2001.

Schmandt-Besserat, Denise. "The Earliest Precursor of Writing," in William S-Y. Wang, ed., The Emergence of Language: Development and Evolution (New York: W.H. Freeman and Co., 1991), pp. 31-45.

Recommended Reading

Bottero, Jean. Mesopotamia: Writing, Reasoning, and the Gods. Chicago: University of Chicago Press, 1992.

Canfora, Luciano. The Vanished Library, trans. Martin Ryle. Berkeley: University of California Press, 1989.

Dunbar, Robin. Grooming, Gossip, and the Evolution of Language. London: Faber and Faber, 1996.

Glassner, Jean-Jacques. The Invention of Cuneiform: Writing in Sumer, translated by Zainab Bahrani and Marc Van De Mieroop. Baltimore: Johns Hopkins University Press, 2003.

Goody, Jack. The Interface Between the Written and the Oral. Cambridge: Cambridge University Press, 1987.

Goody, Jack. The Logic of Writing and the Organization of Society. Cambridge: Cambridge University Press, 1986.

Goody, Jack. The Power of the Written Tradition. Washington, D.C.: Smithsonian Institution Press, 2000.

Harris, William V. Ancient Literacy. Cambridge: Harvard University Press, 1989.

Hooker, J. T., ed. Reading the Past: Ancient Writing from Cuneiform to the Alphabet. Berkeley: University of California Press for the Trustees of the British Museum, 1990.

Martin, Henri-Jean. The History and Power of Writing, trans. Lydia G. Cochrane. Chicago: University of Chicago Press, 1994.

Ong, Walter J. Orality and Literacy: The Technologizing of the Word. New York: Routledge, 1988; 1982 reprint.

Posner, Ernst. Archives in the Ancient World. Cambridge: Harvard University Press, 1972.

Shepherd, Margaret. The Art of the Handwritten Note: A Guide to Reclaiming Civilized Communication. New York: Broadway Books, 2002.

Schmandt‑Besserat, Denise. How Writing Came About. Austin: University of Texas Press, 1996; abridged edition.

Schniedewind, William M. How the Bible Became a Book: The Textualization of Ancient Isreal. Cambridge: Cambridge University Press, 2004.

Sickinger, James P. Public Records and Archives in Classical Athens. Chapel Hill: University of North Carolina Press, 1999.

Thomas, Rosalind. Literacy and Orality in Ancient Greece. Cambridge: Cambridge University Press, 1992.

Week Five September 27, 2005

The Medieval World and the Stabilization of the Word and Archive

The medieval era was long characterized as the “dark ages,” the time after the collapse of the Roman Empire when learning was in hiding and superstitions reigned. Actually, this was the time when a reliance on orality shifted to a written culture, recordkeeping systems began to be formalized, and archives and libraries began to develop their modern attributes. Admittedly, the spread of a written culture was slow and learning restricted, but the medieval world was as much a time of information as eras before and after. This was a time, for example, when forgery emerged as a device not to deceive but as a mechanism for being able to produce a written text to legitimate old claims and rights.

Required Reading

Geary, Patrick J. Phantoms of Remembrance: Memory and Oblivion at the End of the First Millennium. Princeton, New Jersey: Princeton University Press, 1994.

Clanchy, M. T. "'Tenacious Letters': Archives and Memory in the Middle Ages," Archivaria 11 (Winter 1980/81): 115-25.

McCrank, Lawrence J. "Documenting Reconquest and Reform: The Growth of Archives in the Medieval Crown of Aragon," American Archivist 56 (Spring 1993): 256-318.

Recommended Reading

Berkhofer, Robert F., III, Day of Reckoning: Power and Accountability in Medieval France Philadelphia: University of Pennsylvania Press, 2004.

Boone, Elizabeth Hill and Walter D. Mignolo, eds. Writing Without Words: Alternative Literacies in Mesoamerica and the Andes. Durham: Duke University Press, 1994.

Cahill, Thomas. How the Irish Saved Civilization:  The Untold Story of Ireland’s Heroic Role from the Fall of Rome to the Rise of Medieval Europe. (New York: Anchor Books, Doubleday, 1995.

Carruthers, Mary. The Book of Memory: A Study of Memory in Medieval Culture. New York: Cambridge University Press, 1990.

Clanchy, M.T. From Memory to Written Record: England 1066-1307, 2^nd ed. Cambridge: Blackwell, 1993.

Cressy, David. Literacy and the Social Order: Reading and Writing in Tudor and Stuart England.  Cambridge: Cambridge University Press, 1980.

Fleming, Juliet. Graffiti and the Writing Arts of Early Modern England. Philadelphia: University of Pennsylvania Press, 2001.

Illich, Ivan. In the Vineyard of the Text: A Commentary to Hugh’s Didascalion. Chicago: University of Chicago Press, 1993.

Raban, Sandra. A Second Domesday? The Hundred Rolls of 1279-80 (Oxford: Oxford University Press, 2004)

Stock, Brian. Listening for the Text: On the Uses of the Past. Philadelphia: University of Pennsylvania Press, 1990.

There will be no class on October 4, 2005

Week Six October 11, 2005

Renaissance, Printing, and the Birth of Scholarly Communication

The invention of the printing press and the emergence of the printed book are seen by many as epochal moments in human history. In a relatively short time, the word was rapidly duplicated and the birth of modern scholarship, networked intellectual and commercial communities, and modern statecraft all occurred. For someone living in the late fifteenth or early sixteenth century, the pace of change and the growth of information must have seemed dazzling.

Required Reading

Elizabeth L. Eisenstein, The Printing Press in Early-Modern Europe (Cambridge: Cambridge University Press, 1993).

Eisenstein, Elizabeth L. "An Unacknowledged Revolution Revisited," American Historical Review 107 (February 2002): 87-105. [Response to Adrian Johns]

Johns, Adrian. "How to Acknowledge a Revolution," American Historical Review 107 (February 2002): 106- 25. [Part of an exchange with Elizabeth Eisenstein]

Recommended Reading

Crosby, Alfred W. The Measure of Reality: Quantification and Western Society, 1250-1600. Cambridge: Cambridge University Press, 1997.

Eisenstein, Elizabeth L. The Printing Press as an Agent of Change: Communications and Cultural Transformations in Early-Modern Europe. Cambridge: Cambridge University Press, 1979. [This is the unabridged version]

Febvre, Lucien and Henri-Jean Martin. The Coming of the Book: The Impact of Printing 1450-1800, trans. David Gerard; ed. Geoffrey Nowell-Smith and David Wootton. London: Verso Editions, 1984; org. Pub. 1958.

Grafton, Anthony. The Footnote: A Curious History. Cambridge: Harvard University Press, 1997.

Hiatt, Alfred. The Making of Medieval Forgeries: False Documents in Fifteenth –Century England. London: The British Library and University of Toronto Press, 2004.

Johns, Adrian. The Nature of the Book: Print and Knowledge in the Making. Chicago: University of Chicago Press, 1998.

Love, Harold. The Culture and Commerce of Texts: Scribal Publication in Seventeenth-Century England. Amherst: University of Massachusetts Press, 1993.

Man, John. Gutenberg: How One Man Remade the World with Words. New York: John Wiley and Sons, Inc., 2002.

Rowland, Ingrid D. The Scarith of Scornello: A Tale of Renaissance Forgery. Chicago: University of Chicago Press, 2004.

Zerby, Chuck. The Devil’s Details: A History of Footnotes. Montpelier, Vermont: Invisible Cities Press, 2002.

Week Seven October 18, 2005

The Enlightenment and the Organization of Information

The birth of many disciplines and modernity itself seems connected to the era commonly known as the Enlightenment, extending roughly from the seventeenth century through the next century. The prevailing characteristic of this period, at least among the educated, was that of skepticism about traditional beliefs with a belief in the goodness of humanity and the power of rational thought to lead humanity into perfection. The belief in rationality led to elaborate and pioneering efforts to organize and manage scientific, historical, political, and demographic information. The expansion of the press and publishing industry was a major factor in this era, and the ability to read and to communicate through writing expanded in importance and necessity.

Required Reading

Darnton, Robert. "An Early Information Society: News and the Media in Eighteenth-Century Paris," American Historical Review 105 (February 2000): 1-35.

Lepore, Jill. The Name of War: King Philip’s War and the Origins of American Identity. New York: Vintage Books, 1999.

Recommended Reading

Brown, Richard D. The Strength of a People: The Idea of an Informed Citizenry in America 1650-1870. Chapel Hill: University of North Carolina Press, 1996.

Canizares-Esguerra, Jorge. How to Write the History of the New World: Histories, Epistemologies, and Identities in the Eighteenth-Century Atlantic World. Stanford, California: Stanford University Press, 2001.

Cohen, Patricia Cline. A Calculating People: The Spread of Numeracy in Early America. Chicago: University of Chicago Press, 1982.

Gilmore, William J. Reading Becomes a Necessity of Life: Material and Cultural Life in Rural New England, 1780-1835. Knoxville: University of Tennessee Press, 1989.

Green, Jonathon, Chasing the Sun: Dictionary Makers and the Dictionaries They Made. New York: Henry Holt and Co., 1996.

Isaac, Rhys. Landon Carter’s Uneasy Kingdom: Revolution and Rebellion on a Virginia Plantation. New York: Oxford University Press, 2004.

Jones, H. G. For History’s Sake: The Preservation and Publication of North Carolina History 1663-1903. Chapel Hill: University of North Carolina Press, 1966.

Lockridge, Kenneth A. The Diary, and Life, of William Byrd II of Virginia, 1674-1744. New York: W. W. Norton and Co., 1987.

Maier, Pauline. American Scripture: Making the Declaration of Independence. New York: Alfred A. Knopf, 1997.

Sherman, Stuart. Telling Time: Clocks, Diaries, and English Diurnal Form, 1660-1785. Chicago: University of Chicago Press, 1996.

Sisman, Adam. Boswell’s Presumptuous Task: The Making of the Life of Dr. Johnson. New York: Farrar, Straus, and Giroux, 2000.

Thompson, Peter. Rum Punch & Revolution: Taverngoing & Public Life in Eighteenth-Century Philadelphia. Philadelphia: University of Pennsylvania Press, 1999.

Ulrich, Laurel Thatcher. A Midwife’s Tale: The Life of Martha Ballard, Based on Her Diary, 1785-1812. New York: Vintage Books, 1990.

Van Tassel, David D. Recording America’s Past: An Interpretation of the Development of Historical Societies in America 1607-1884. Chicago: University of Chicago Press, 1960.

Week Eight October 25, 2005

The Nineteenth Century and the Control of Information

The array of information technology appearing in the nineteenth century, from the telegraph to the telephone and the typewriter to the automatic tabulators, rivals what we witnessed in the second half of the twentieth century. This is the century that was to begin seriously to dream of controlling all societal and government information for the benefit of humanity. It was a time laying the foundation for the emergence of big government, international corporations, and the fantasy of empire (as one scholar considers it).

Required Reading

Beniger, James R. The Control Revolution: Technological and Economic Origins of the Information Society. Cambridge: Harvard University Press, 1986.

Recommended Reading

Anderson, Margo J. The American Census: A Social History. New Haven: Yale University Press, 1988.

Augst, Thomas. The Clerk’s Tale: Young Men and Moral Life in Nineteenth-Century America. Chicago: University of Chicago Press, 2003.

Bartlett, Nancy. "Respect des Fonds: The Origins of the Modern Archival Principle of Provenance," Primary Sources & Original Works 1, nos. 1/2 (1991): 107-115.

Maynard Brichford, "The Origins of Modern European Archival Theory," Midwestern Archivist 7, no. 2 (1982): 87-101 and "The Provenance of Provenance in Germanic Areas," Provenance 7 (Fall 1989): 54-70.

Crane, Susan A. Collecting and Historical Consciousness in Early Nineteenth-Century Germany. Ithaca: Cornell University Press, 2000.

Dunlap, Leslie W. American Historical Societies 1790-1860. Madison, Wisconsin: Privately Printed, 1944.

Essinger, James. Jacquard’s Web: How a Hand-Loom Led to the Birth of the Information Age. Oxford: Oxford University Press, 2004.

Gordon, John Steele. A Thread Across the Ocean: The Heroic Story of the Transatlantic Cable. New York: Walker and Co., 2002.

Henkin, David M. City Reading: Written Words and Public Spaces in Antebellum New York. New York: Columbia University Press, 1998.

Hyman, Anthony. Charles Babbage: Pioneer of the Computer. Princeton: Princeton University Press, 1982.

Jenkins, Reese V. Images and Enterprise: Technology and the American Photographic Industry 1839 to 1925. Baltimore: Johns Hopkins University, 1975.

Jones, H. G., ed. Historical Consciousness in the Early Republic: The Origins of State Historical Societies, Museums, and Collections, 1791-1861. Chapel Hill: North Caroliniana Society, Inc. and North Carolina Collection, 1995.

Lord, Clifford, ed. Keepers of the Past. Chapel Hill: University of North Carolina Press, 1965.

McNeely, Ian F. The Emancipation of Writing: German Civil Society in the Making, 1790s-1820s. Berkeley: University of California Press, 2003.

Nash, Ray. American Penmanship 1800-1850: A History of Writing and A Bibliography of Copybooks from Jenkins to Spencer. Worcester: American Antiquarian Society, 1969.

Nickles, David Paul. Under the Wire: How the Telegraph Changed Diplomacy. Cambridge: Harvard University Press, 2003.

Richards, Thomas. The Imperial Archive: Knowledge and the Fantasy of Empire. London: Verso, 1993.

Sale, Kirkpatrick. .Rebels Against the Future: The Luddites and Their War on the Industrial Revolution; Lessons for the Computer Age. Reading, Massachusetts: Addison-Wesley Publishing Co., 1995.

Schlissel, Lillian. Women’s Diaries of the Westward Journey. New York: Schocken Books, 1982.

Silverman, Kenneth. Lightning Man: The Accursed Life of Samuel F. B. Morse. New York: Alfred A. Knopf, 2003.

Standage, Tom. The Turk: The Life and Times of the Famous Eighteenth-Century Chess-Playing Machine. New York: Berkley Books, 2002.

Standage, Tom. The Victorian Internet: The Remarkable Story of the Telegraph and the Nineteenth Century’s On-line Pioneers. New York: Walker and Co., 1998.

Swade, Doron. The Difference Engine: Charles Babbage and the Quest to Build the First Computer. New York: Penguin Books, 2002.

Thornton, Tamara Plakins. Handwriting in America: A Cultural History. New Haven: Yale University Press, 1996.

Yates, JoAnne. Control Through Communication: The Rise of System in American Management. Baltimore: Johns Hopkins University Press, 1989.

Week Nine