• Introduction: Towards a Pedagogy of Bibliography, Ann R. Hawkins; Chapter 1 Exploring the Archaeology of the Book in the Liberal Arts Curriculum, Martin Antonetti; Chapter 2 Historical Bibliography for Rare-Book Librarians, Mirjam M. Foot; Chapter 3 ‘A Clear and Lively Comprehension’: the History and Influence of the Bibliographical Laboratory, Steven Escar Smith; Chapter 4 Bookends: Towards a Poetics of Material Form, Sydney J. Shep; Chapter 5 Book History on the Road: Finding and Organizing Resources outside the Classroom, Lisa Berglund; Chapter 6 Jane Eyre on eBay: Building a Teaching Collection, John A. Buchtel; Chapter 7 History of the Book in the American Literature Classroom: On the Fly and On the Cheap, Jean Lee Cole; Chapter 8 From Printing Type to Blackboard™: Teaching the History of the Early Modern Book to Literary Undergraduates in a ‘New’ UK University, Ian Gadd; Chapter 9 Preparing Library School Graduate Students for Rare Book and Special Collections Jobs: Assignments and Exercises That Work, Deirdre C. Stam; Chapter 10 Book History and Librarian Education in the Twenty-first Century, Erik Delfino; Chapter 11 Making the Medicine Go Down: Baggy Monsters and Book History, Sean C. Grass; Chapter 12 ‘They are Not Just Big, Dusty Novels’: Teaching Hard Times within the Context of Household Words, Jennifer Phegley; Chapter 13 ‘In a Bibleistic Way’: Teaching Nineteenth-Century American Poetry Through Book and Periodical Studies, Susanna Ashton; Chapter 14 The Bibliography and Research Course, John T. Shawcross; Chapter 15 Integrating ‘Bibliography’ with ‘Literary Research’: A Comprehensive Approach, Maura Ives; Chapter 16 The Hidden Lives of Books, D. W. Krummel; Chapter 17 Learning from Binders: Investigating the Bookbinding Trade in Colonial Philadelphia, Thomas E. Kinsella, Willman Spawn; Chapter 18 Papermaking, History and Practice, Timothy Barrett; Chapter 19 The Bibliographical Analysis of Antique Laid Paper: A Method, R. Carter Hailey; Chapter 20 How Things Work: Teaching the Technologies of Literature, Matthew G. Kirschenbaum; Chapter 21 ‘Not to pick bad from bad, but by bad mend’: What Undergraduates Learn from Bad Editions, Erick Kelemen; Chapter 22 Book History and Reader-Response Theory: Teaching Shakespeare’s Romeo and Juliet and King Lear, Tatjana Chorney; Chapter 23 Teaching Textual Criticism: Students as Book Detectives and Scholarly Editors, Ann R. Hawkins; afterword Afterword, Daniel Traister;

'This book deserves to be on the shelves of anyone who faces the need to engage students with understanding of how the past has come down to us.' The Times Literary Supplement 'The collection of twenty-three articles ... serves not so much as a comprehensive pedagogical guide as an eclectic and thought-provoking conversation' 'Scholars and librarians going forward must find ways to incorporate book-historical concepts and skills more democratically. Teaching Bibliography sets us on that road.' SHARP News 'Required reading' Rare Books Newsletter