Past Events
Spring Lecture 2025
Katherine Halsey (Professor of English Studies, University of Stirling) and Matthew Sangster (Professor of Romantic Studies, Fantasy and Cultural History, University of Glasgow): ‘Towards a True History of Reading Lives: Borrowing in Scotland, 1747-1837’
Friday 21 March 2025
Chair: Professor Penny Fielding
Abstract: ‘Histories of reading have often relied by necessity on anecdotal accounts by relatively elite readers. However, the affordances of digital technologies allow us to interpret previously intractable institutional manuscripts to provide a far richer evidentiary basis. Structuring their lecture around two key reading concepts from the eighteenth and early nineteenth centuries, ‘instruction’ and ‘amusement’, Professors Halsey and Sangster will explore how readers in Scotland engaged with library books as pupils, students, professionals, members of communities and leisure readers. They will demonstrate how library borrowing records reveal rich, complex, idiosyncratic readers, liberated rather than bound by the libraries with which they interacted, ranging far beyond the ostensible purposes of their institutions in their diverse engagements with print.’
Profs Halsey and Sangster also gave a workshop at the Centre for Research Collections, Edinburgh University Library, earlier in the day:
Spring Workshop 2025
Prof. Katherine Halsey (Stirling) and Prof. Matthew Sangster (Glasgow): ‘Edinburgh University Library’s Borrowing Registers’
Friday 21 March 2025
Description: ‘This workshop will introduce participants to the borrowing registers of Edinburgh University Library, one of the largest surviving collections of eighteenth- and nineteenth-century borrowing records in Scotland. It will explore the borrowings of the students, professors and townspeople who used the library for a wide range of intellectual (and less intellectual) purposes.
During the workshop, attendees will examine the content and material form of the registers, discussing the ways in which ideological assumptions are encoded in the institutional practices represented. They will also trace some of the rich reading lives revealed in the registers’ pages.’