John Buchtel & Mark Dimunation

History of the Book, 200-2000

12-16 July 2010

1. How useful were the pre-course readings? (Leave blank if you applied and were accepted late for the course, and thus did not get the list in time.)

1: The readings were extremely useful. 2: Extremely useful. 3: Very useful. 4: The pre-course readings were well chosen and crucial to class discussions. The pace of the class is fast, so doing the advance readings for context and detail is essential. 5: Very useful, and will continue to be useful upon re-reading. 6: Excellent, very useful. I recommend that you emphasize in advance email that these should all be completed by the first day of class. 7: Readings were well chosen and gave a broad overview of the course contents. They were definitely useful as groundwork for breakneck speed and far-reaching scope of course. 8: The readings were essential—well organized into recommended, suggested, and browsing lists. I might have felt a little lost in some portions of the class as we raced through the centuries if I had not completed the readings. 9: The de Hamel and British History of Printing was very useful. The illustrations helped make the abstract more concrete. 10: Very helpful for background. Eisenstein text was a bit of a disappointment—hard to follow her and repetitive. But other readings were quite helpful. 11: Fantastic and on point readings from over 10 books. I used many library copies for the course, but am purchasing all I can locate for my personal collection. 12: The pre-course readings were definitely useful. Even if some material was confusing, it helped to at least recognize terms/techniques/ideas as they were discussed in class. It is not necessary to read all of the recommended books, if you cannot find them, don't have time &c.

2. Were the course syllabus and other materials distributed in class appropriate and useful (or will they be so in the future, after you return home)?

1: The course syllabus as well as other materials distributed in class were useful and will continue to be a resource. 2: Excellent materials. 3: Yes, they gave us a notebook full of additional resources and references that is really well done. 4: Both were appropriate and useful. As MD and JB remarked, dividers in the notebooks would have improved usability during class, but that is minor. These materials will be very helpful for reference in the future in my work. 5: Yes, especially the extensive reading list, to which I will refer in future and the descriptions of the materials that we saw in class. 6: Definitely—loved the notebook, but it needed dividers. 7: Yes. 8: The notebooks were very useful—lists of materials we were seeing each class will jog my memory once I return home. Brief pages on printing &c. are good quick guides. 9: Yes—the course materials included valuable bibliographies that I will look to again and again in my work. 10: Yes! I will keep referring to them! 11: Very good organization of syllabus for class and afterward. Need syllabus paged and/or marked with tabs. 12: Yes, the binders were great. So much information and wonderfully helpful diagrams. Also loved the further reading list!

3. What aspects of the course content were of the greatest interest or relevance for your purposes? Was the intellectual level of the course appropriate?

1: The books selected for analysis were interesting and engaging. The relevance of the works selected made each text compelling. 2: All aspects, and level, were fantastic. 3: I enjoyed all aspects, especially the overviews of how paper, books, illuminations, &c. were made. Putting everything into context was really helpful. 4: My primary goal in taking this class was to learn about MS and book production in the medieval period, so those sessions and items were of most interest and relevance to my work. 5: There was nothing that wasn't interesting, all relevant. 6: This course was beyond fantastic. My personal interest/favorite part was medieval illuminated manuscripts and c15 books, but all of it was relevant. 7: The world of book history has flashed before my eyes like a Technicolor Halley's comet. MD and JB have instilled what I know will be a lifelong love and passion for the field. 8: Intellectual level excellent and all aspects of the class were of interest—I really did want the broad overview. 9: The medieval MSS part and the discussion of the c18 book really stood out to me because I often deal with these materials in my instruction sessions. The instructors have given me lots of great information and context of those time periods to make me more confident in teaching students about these materials. 10: The context surrounding the early centuries of printing were the most relevant (Fifteenth and sixteenth centuries). Intellectual level was appropriate. 11: Being able to see and sometimes handle the actual books being studied made the class so outstanding and superior from every other special collections or rare books class. Highly enlightening and content rich for study. 12: Being able to identify how books are made, what time-period they are from, and how they fit culturally into the grander scheme is so helpful. Class was intellectual enough to inspire good questions throughout the session.

4. What did you like best about the course?

1: The course gave me a much deeper appreciation and understanding of the impact of printing and how materiality impacts content. 2: The professors. 3: Handling the RBS collections and teaching tools. The trip to LC was also well done, considering the logistics. 4: MD and JB are wonderful presenters. Their knowledge of related topics is astounding, so having access to them through this course is the best aspect. 5: An appropriate mix of book as artifact and the culture significance of materials—the materials that we saw. 6: The knowledge, expertise, passion for the subject matter, humor and teamwork of the instructors was truly phenomenal. The field trip to the LC was over the moon! 7: Seeing physical objects, while discussing their material attributes and historical import, made the teaching come to life. 8: INSTRUCTORS and the hands-on aspects interwoven throughout most sessions. I had done the reading but still didn't understand a lot about type, illustrations, printing until actually handling various objects and examining examples of texts. Seeing examples of so many fabulous books added so much to my knowledge. 9: The enthusiasm and camaraderie of the instructors. Expertise of the instructors. Hands on nature of the course and the great materials used. Field trip to LC was great! The quality of their rare books blew me away. 10: The combination of stimulating subject matter, the expertise of our instructors and their engaging, humorous manner of presentation made for a great experience. Fun! 11: Outstanding faculty who truly gave you double what most lecture/seminar classes provide with incomparable books to see and use. A great team-teaching class! 12: The class dynamic and the dialogue between JB and MD. Each have their own areas of expertise and really create a good atmosphere for the students.

5. Did the instructor(s) successfully help you to acquire the information and skills that the course was intended to convey?

1: The instructors were terrific. They passed on their knowledge with generosity and ease. 2: Very much so. 3: Yes, they were great. 4: Despite the whirlwind nature of their course, I did learn and develop skills to identify materials, time periods, and styles. 5: Yes, lots of examples, varied teaching methods. 6: Yes. Daily reviews very helpful. 7: Presentation and information were presented in a thoughtful and creative way. Constant movement (special collections library classroom, LC, room with candlelight) completely enlivened experience. 8: Yes, yes, a thousand times yes. I can guarantee that I will never forget what a kiss impression or stops are, nor what an c18 ballad sounds like (really? Gilligan's Island?). Erudition, humor, and entertainment are seldom mixed in this fashion, to produce such extraordinary teaching. I could not imagine learning more and enjoying it so much. 9: Yes—they definitely know their "stuff" and made the course fun! Taking this course made me want to learn more about all the different aspects of rare books. It is excellent "advertisement" for the other courses. 10: Yes—they were very good at keeping things focused but with a light, non-intimidating touch. 11: With over 50 pages of my own notes, the class syllabus, reading lists, URL's, site visit, bibliographical and incredible memories to carry with me, I will have much to work with and apply at my own institution and personal life. 12: Yes, definitely. I'm almost at information overload. There are so many concepts, not to mention ways of interpreting the books/text that I never considered before.

6. Did you learn what the course description/advertisements indicated you would learn?

1: Yes. More than I expected to learn by far. 2-5: Yes. 6: Yes. The hands-on nature of the instruction matches my learning style to a T. 7-10: Yes. 11: Yes. Far more than I ever anticipated. 12: Yes.

7. Did you learn what you wanted to learn in the course?

1: Yes. I learned more than I expected to learn. 2-4: Yes. 5: Yes. And more! 6: Yes. I do wish there had been more time (perhaps the whole last session) devoted to the digital revolution, eReaders, eBooks, and the future of the book. Guest speaker? 7: Yes. 8: Yes. Far exceeded what I expected I could learn in a week. 9: Yes. 10: Yes. As with any successful course—one's appetite is whetted to learn more, to keep on going. 11: Yes. More than a semester of classes could provide! 12: Yes.

8. How do you intend to use or apply the knowledge or skills learned in this course?

1: I will use the knowledge I learned from this course often in my daily work. 2: Towards my new antiquarian book business. 3: I hope to handle more rare books at work and this will help me understand what I'm working with. 4: I plan to re-examine our collection of older books (1400s-1700s) and do some interpretive work given my new understandings of them—to use in undergraduate course exercises. 5: By applying the principles and details to sensible, considered and culturally appropriate evaluation of collections in the library where I work. 6: Present lesson(s) in AP European History and/or World History classes (medieval WHI, Renaissance, WHII) on the history of the book. Develop website on the history of the book? Guide my teachers to specific curriculum-related resources on the LC website (e.g. TJ collection). 7: Backbone for academic pursuits. Inspiration for future collecting. 8: I will continue to receive reference questions that will touch on what I've learned and can now answer them with more confidence or know the right questions to ask my rare book colleagues. Suggested additional reading will be very useful too. 9: I will use it immediately in planning classes for the fall and spring. 10: I will know more about the early printed items in my library and have better tools now to learn even more about them. 12: I now have access to the start of a knowledge base which will help me in my future professional career, whatever that may be.

9. How could the course have been improved? If you have a suggestion for a new course (and—equally important—a person who could teach it), please contact the RBS Program Director.

1: The course was wonderful. Could use a pencil sharpener. A course on building a collection. Sources for books. 2: Excellent course—not sure how it could be improved. 3: It was pretty excellent as is. Maybe a demo of lithography (in video or otherwise). 4: I think the format of the course, materials and topics chosen are very good—no ideas to improve on them. 5: No suggestions. 6: More time devoted to the digital revolution? Guest speaker? 7: So much information but I will pursue various aspects on my own time. MD and JB were perfect instructors whose combined energy was infectious and inspiring. 8: Can't think of anything, unless we get to start tooling leather and binding books! 9: Maybe more emphasis on the nineteenth century. 10: Can't think of any improvements at this point. 11: The course is incomparable and will only get better as the faculty continue to revise and update it. Would be hard to find two comparable faculty to team teach this course with their special knowledge and teaching gifts. 12: Can't think of any improvements given the time frame for the course. It was wonderful!

10. If your course left its classroom to visit Special Collections (SC) or to make other field trips away from your classroom, was the time devoted to this purpose well spent?

1: Very well spent trips to SC. 2: Yes, except for the bus driver. 3: Yes, both SC and LC were very effective uses of time. 4: Yes to both. The LC day was long but extremely worthwhile. 5: Yes, Library of Congress—amazing, words cannot do that experience justice! 6: You betcha! 7: Completely—seeing how another institution's SC experience was also of interest. Visit to LC was revelatory. 8: Absolutely! Visited Special Collections daily and the trip to the Library of Congress allowed us to see even more materials. 9: Yes—since I work in SC and use or show many of the featured books in my work, I found this part of class to be extremely useful and gratifying. 10: Yes. Trip to and from the Library of Congress was long—but the time spent there was definitely worth the trip. Wonderful experience in both LC and UVA special collections. 11: Outstanding, super, beyond expectations! 12: Excellent field-trip to the Library of Congress—probably saw more amazing books in one day than most people see in a lifetime.

11. We are always concerned about the physical well-being both of the RBS teaching collections and of materials owned by UVa's Special Collections. If relevant, what suggestions do you have for the improved classroom handling of such materials used in your course this week?

3: None. 4: No suggestions. 5: None. 6: Don't know enough to say. 8: Materials were well-handled in our classroom because we "Always do what John says." 9: I believe the materials were handled with care. 10: I thought cautions and safeguards for viewing materials were appropriate and worked well. 11: Well managed and carefully used. 12: Handling was fine since we "Do as John says."

12. If you attended the optional evening events (e.g. RBS Lecture, Video Night, RBS Forum, Booksellers' Night) were they worth attending?

2: Yes. 3: The first lecture was great. Booksellers' Night was cool, except some of the restaurants and vendors recommended in the Vade Mecum are closed; other information is out of date. 4: The Monday night lecture was not well done—a better speaker was desired. The first Tuesday night video (Peter Waters) was excellent and very relevant. Booksellers' Night was lackluster and some of the dealers were closed. 5: Yes, the Waters documentary very interesting. 6: I missed them because I am local and had not visited the "Housing & Travel Guide" link. [NB: Please note that evening event information is included in the hardcopy Student's Vade Mecum distributed to all RBS students−mgt.] 7: Monday lecture was enjoyable, showing a related but completely different aspect of the field. 8: Yes−attended all except Forum (gone to LC) and could give up Video Night in future years. 9: I attended the lecture. Although it didn't relate to my work, it was interesting. I'm not sure if I would have attended if it was not encouraged to do so. 10: Yes. It was good having these events, both interesting and community building. 11: Yes, good use of my time. Video Night might be broadened to include more selections; very good lectures; many bookstores were closed on Thursday. 12: Attended the lecture and Booksellers' Night and enjoyed both.

13. Did you get your (or your institution's) money's worth? Any final or summary thoughts, or advice for other persons considering taking this course in a future year?

1: The course is modestly priced for all the knowledge gained by the experience. 2: Definitely. Outstanding educational experience. 3: Yes, it is an expensive class, and I don't think I'll be funded twice, but I am thrilled I got the chance to attend. 4: Yes. 5: Yes, thank you for an amazing week, I learned so much, saw materials that one could not even imagine being able to see, let alone learn many things about them from experts—thank you, MD and JB, professeurs extraordinaire! 6: Yes! Only problem was communication between RBS and students before course began. You need to send a comprehensive email two weeks before first day with attachments containing balance due reminder, daily schedule, reception invitation, and info about field trips and parking information. I had a meeting scheduled for Wednesday night which I would not have scheduled, if I had known in advance about the Library of Congress field trip. 7: Fully worth it. Only downfall is determining which one course I will take next year. 8: Absolutely! (History of the Book class at Catholic University's library school is about $3,000, and I don't think one gets nearly the hands-on aspects or opportunities to see so much.) Thank you for a fabulous experience. 9: Yes—I will be back. 10: Yes! A great experience all around. 11: Well worth the cost. RBS needs to continue to improve and update its website for students and course information. Local arrangements need to be made clearer on website. Vade Mecum is very good once you arrive and a keeper to show colleagues who might be interested in RBS. 12: Definitely worth attending! I will be back as soon as I am able. This is THE course to take at RBS. Very memorable experience.

Number of respondents: 12

PERCENTAGES

Leave

Institution gave me leave

75%

I took vacation time

0%

N/A: self-employed, retired or had the summers off

25%

Tuition

Institution paid tuition

67%

I paid tuition myself

25%

N/A: Self-employed, retired

0%

Scholarship

8%

Housing

Institution paid housing

58%

I paid for my own housing

17%

N/A: stayed with friends or lived at home

25%

Travel

Institution paid travel

42%

I paid my own travel

33%

N/A: lived nearby

25%

 

There was one rare book librarian, three archivists, one antiquarian bookseller, one teacher, two general librarians with some rare book duties, three general librarians with no rare book duties, one high school librarian, and one MLIS student.