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History of the United Kingdom and Ireland --- Christian church history --- Book history --- English literature --- anno 1600-1699 --- anno 1500-1599 --- Christianity and literature --- Books and reading --- Christian literature, English --- Social control --- Literacy --- Allegory --- History and criticism --- History --- 820 "15/16" --- Engelse literatuur--?"15/16" --- Allegory. --- History and criticism. --- 820 "15/16" Engelse literatuur--?"15/16" --- Social conflict --- Sociology --- Liberty --- Pressure groups --- Illiteracy --- Education --- General education --- Personification in literature --- Symbolism in literature --- English literature - Early modern, 1500-1700 - History and criticism --- Christianity and literature - England - History - 16th century --- Christianity and literature - England - History - 17th century --- Books and reading - England - History - 16th century --- Books and reading - England - History - 17th century --- Christian literature, English - History and criticism --- Social control - England - History - 16th century --- Social control - England - History - 17th century --- Literacy - England - History - 16th century --- Literacy - England - History - 17th century

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How did people know what they knew, and learn what they learnt? As Derek Pearsall’s introduction makes clear this is the primary focus of the collection of essays published in celebration of the thirtieth anniversary of the foundation of the Centre for Medieval Studies at the University of York.The learning materials included range from grammar books to mystery plays, and from court records to monastic chronicles, as well as liturgical and devotional texts. But the essays are not only concerned with texts alone, but with the broader and often fluid social environments in which learning took place. Many of the papers therefore question the validity of some distinctions habitually used in the discussion of medieval culture, such as the opposition between orality and literacy, between Latin and the vernacular or between secular and religious.

Learning and scholarship --- Literacy --- History --- History of civilization --- History of the United Kingdom and Ireland --- anno 500-1499 --- 930.85.42 --- -Learning and scholarship --- -Literacy --- -930.85.42 Cultuurgeschiedenis: Middeleeuwen --- Cultuurgeschiedenis: Middeleeuwen --- Illiteracy --- Education --- General education --- Erudition --- Scholarship --- Civilization --- Intellectual life --- Learned institutions and societies --- Research --- Scholars --- -History --- -History of civilization --- Alphabétisation --- Savoir et érudition --- Histoire --- England --- Angleterre --- Social life and customs --- Moeurs et coutumes --- 930.85.42 Cultuurgeschiedenis: Middeleeuwen --- Literacy - England - History - To 1500 --- Learning and scholarship - England - History - To 1500 --- Literacy - Europe - History - To 1500 --- Learning and scholarship - Europe - History - To 1500

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In Singing the New Song, Katherine Zieman examines the institutions and practices of the liturgy as central to changes in late medieval English understandings of the written word. Where previous studies have described how writing comes to supplant oral forms of communication or how it objectifies relations of power formerly transacted through ritual and ceremony, Zieman shifts the critical gaze to the ritual performance of written texts in the liturgy-effectively changing the focus from writing to reading. Beginning with a history of the elementary educational institution known to modern scholars as the "song school," Zieman shows the continued centrality of liturgical and devotional texts to the earliest stages of literacy training and spiritual formation. Originally, these schools were created to provide liturgical training for literate adult performers who had already mastered the grammatical arts. From the late thirteenth century on, however, the attention and resources of both lay and clerical patrons came to be devoted specifically to young boys, centering on their function as choristers. Because choristers needed to be trained before they received instruction in grammar, the liturgical skills of reading and singing took on a different meaning. This shift in priorities, Zieman argues, is paradigmatic of broader cultural changes, in which increased interest in liturgical performance and varying definitions attached to "reading and singing" caused these practices to take on a life of their own, unyoked from their original institutional settings of monastery and cathedral. Unmoored from the context of the choral community, reading and singing developed into discrete, portable skills that could be put to use in a number of contexts, sacred and secular, Latin and vernacular. Ultimately, they would be carried into a wider public sphere, where they would be transformed into public modes of discourse appropriated by vernacular writers such as Geoffrey Chaucer and William Langland.

Liturgy --- anno 1200-1499 --- Great Britain --- Literacy --- Books and reading --- Singing --- History --- Religious aspects --- Christianity. --- Catholic Church --- Texts --- History and criticism. --- Illiteracy --- Education --- General education --- Singing and voice culture --- Vocal culture --- Music --- Beatboxing --- Throat singing --- Performance --- Church of Rome --- Roman Catholic Church --- Katholische Kirche --- Katolyt︠s︡ʹka t︠s︡erkva --- Römisch-Katholische Kirche --- Römische Kirche --- Ecclesia Catholica --- Eglise catholique --- Eglise catholique-romaine --- Katolicheskai︠a︡ t︠s︡erkovʹ --- Chiesa cattolica --- Iglesia Católica --- Kościół Katolicki --- Katolicki Kościół --- Kościół Rzymskokatolicki --- Nihon Katorikku Kyōkai --- Katholikē Ekklēsia --- Gereja Katolik --- Kenesiyah ha-Ḳatolit --- Kanisa Katoliki --- כנסיה הקתולית --- כנסייה הקתולית --- 가톨릭교 --- 천주교 --- Literacy - England - History - To 1500. --- Books and reading - England - History - To 1500. --- Singing - Religious aspects - Christianity. --- Singing - England - History - To 1500. --- History. --- Literature. --- Medieval and Renaissance Studies. --- Religion.

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Giraldus, --- Literature and history --- Latin prose literature, Medieval and modern --- Anglo-Norman literature --- Literacy --- Magic in literature --- Littérature et histoire --- Littérature anglo-normande --- Alphabétisation --- Magie dans la littérature --- History --- History and criticism. --- Histoire --- Histoire et critique --- William, --- Geoffrey, --- John, --- Benoît, --- Criticism and interpretation --- Great Britain --- England --- Grande-Bretagne --- Angleterre --- Historiography. --- Intellectual life --- Historiographie --- Vie intellectuelle --- Magic in literature. --- Criticism and interpretation. --- Littérature et histoire --- Littérature anglo-normande --- Alphabétisation --- Magie dans la littérature --- Benoît, --- History. --- Latin prose literature, Medieval and modern - England - History and criticism. --- Literature and history - Great Britain - History - To 1500. --- Anglo-Norman literature - History and criticism. --- Literacy - England - History - To 1500. --- Benoît, - de Sainte-More, - 12th cent. - Criticism and interpretation. --- Great Britain - History - To 1485 - Historiography. --- England - Intellectual life - 1066-1485. --- Benoît, - de Sainte-More, - 12th cent.

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Old French literature --- History of the United Kingdom and Ireland --- Book history --- Old English literature --- History of France --- anno 1200-1499 --- England --- Books and reading --- -Books and reading --- -Literacy --- -Oral reading --- -Oral tradition --- -History --- History --- 930.85:02 --- 028 --- 82.085.43 --- 82 "04/14" --- -Literature, Medieval --- -Tradition, Oral --- Oral communication --- Folklore --- Oral history --- Reading, Oral --- Reading aloud --- Reading out loud --- Elocution --- Reading --- European literature --- Medieval literature --- Illiteracy --- Education --- General education --- Appraisal of books --- Books --- Choice of books --- Evaluation of literature --- Literature --- Reading, Choice of --- Reading and books --- Reading habits --- Reading public --- Reading interests --- Reading promotion --- Cultuurgeschiedenis. Kultuurgeschiedenis-:-Bibliotheekwezen --- Lezen. Lectuur --- Literaire receptie --- Literatuur. Algemene literatuurwetenschap--Middeleeuwen --- -History and criticism --- -Appraisal --- Evaluation --- Literacy --- Literature, Medieval --- Oral reading --- Oral tradition --- History and criticism. --- -Cultuurgeschiedenis. Kultuurgeschiedenis-:-Bibliotheekwezen --- -930.85:02 --- 82 "04/14" Literatuur. Algemene literatuurwetenschap--Middeleeuwen --- 82.085.43 Literaire receptie --- 028 Lezen. Lectuur --- 930.85:02 Cultuurgeschiedenis. Kultuurgeschiedenis-:-Bibliotheekwezen --- -82.085.43 Literaire receptie --- Tradition, Oral --- France --- -Reading, Oral --- Books and reading - - History - England --- -Books and reading - - History - France --- -Literacy - France - History --- Oral reading - - History --- Oral tradition - - History - England --- -Literacy - England - History --- Oral tradition - - History - France --- -Livres et lecture --- Histoire --- Tradition orale --- Angleterre --- Alphabetisation --- Lecture a haute voix --- Livres et lecture --- -History -