Circulating Enlightenment: The Negotiations of Andrew Millar (1705-68)
Lead Research Organisation:
University of Edinburgh
Department Name: Sch of History, Classics and Archaeology
Abstract
Andrew Millar (1705-68) was born near Glasgow, apprenticed to a bookseller in Edinburgh, and settled in London. By 1730, a distinguished circle of Scottish poets, novelists, and philosophers had joined him there--and within a decade, Millar was the most important and trusted agent for Scottish and English literary interests in the newly-established British capital. This project will document and display the degree to which the Enlightenment was made financially possible, and indeed quite lucrative, through Millar's negotiations with readers in London, throughout England, and across the expanding Empire. Millar was an energetic promoter and fierce defender of his copyrights. For legal scholars, Millar's name is synonymous with arguments for private ownership of intellectual property that endure to this day. His social negotiations and the positions these spawned remain relevant three centuries later.
Readers normally associate the Enlightenment with purely intellectual developments. But its cultural flourishing was made possible through social and business interests negotiated by Millar. This project will draw on archival, technical, e-learning expertise to collect, edit, interpret, and showcase these negotiations for scholars, students, and non-specialists. The results will enable fresh thinking about the creation of historical documents, the interpretation of the past through new media, and learning about history through reflection on its social, financial, and legal conditions.
This project has three objectives: First, the completion of a book, titled "Creating Enlightenment: The Negotiations of Andrew Millar" (under contract with Oxford UP). Second, using an award-winning online platform run by Edina, the JISC-designated information service, we will create an interactive exhibition that will enable non-specialists to explore and understand the importance of social networks for promoting intellectual and artistic developments. These modules will also instruct users on how to identify and contextualize the archival sources that can now be found find online. Third, the project will host an international colloquium on the social and financial history of the Enlightenment in Britain, here at the University of Edinburgh.
A considerable proportion of preliminary research has been completed. In the first year, the PI will consult contextual materials and prepare editorial notes and the volume's Introduction. From Months 13-18, the research assistant will transcribe textual material and compile the bibliography. Also during Months 13-18, the e-learning team at Edina will develop the online modules. The School's Research Office will organise an international colloquium, "Negotiating Enlightenment: Sources and Legacies." This major event will be hosted in the School of History, Classics, and Archaeology at Edinburgh, with contributions from our graduate students and colleagues, and funding support from external agencies. This colloquium will be held during the project's final month, which will mark the occasion for launching the project's interactive website, and submission of the book-manuscripts to Oxford UP.
The University of Edinburgh is a world-leading centre for research in the intellectual, commercial, and material history of Enlightenment culture. It is home to the AHRC-funded SCRIPT centre for research in law, technology, and intellectual property, and the AHRC- and RSE-funded Centre for the History of the Book; with the National Library of Scotland nearby, this project team will benefit from outstanding local resources. Beneficiaries of the project will include a cross-disciplinary range of scholars and students, as well as teachers and non-specialists worldwide.
Readers normally associate the Enlightenment with purely intellectual developments. But its cultural flourishing was made possible through social and business interests negotiated by Millar. This project will draw on archival, technical, e-learning expertise to collect, edit, interpret, and showcase these negotiations for scholars, students, and non-specialists. The results will enable fresh thinking about the creation of historical documents, the interpretation of the past through new media, and learning about history through reflection on its social, financial, and legal conditions.
This project has three objectives: First, the completion of a book, titled "Creating Enlightenment: The Negotiations of Andrew Millar" (under contract with Oxford UP). Second, using an award-winning online platform run by Edina, the JISC-designated information service, we will create an interactive exhibition that will enable non-specialists to explore and understand the importance of social networks for promoting intellectual and artistic developments. These modules will also instruct users on how to identify and contextualize the archival sources that can now be found find online. Third, the project will host an international colloquium on the social and financial history of the Enlightenment in Britain, here at the University of Edinburgh.
A considerable proportion of preliminary research has been completed. In the first year, the PI will consult contextual materials and prepare editorial notes and the volume's Introduction. From Months 13-18, the research assistant will transcribe textual material and compile the bibliography. Also during Months 13-18, the e-learning team at Edina will develop the online modules. The School's Research Office will organise an international colloquium, "Negotiating Enlightenment: Sources and Legacies." This major event will be hosted in the School of History, Classics, and Archaeology at Edinburgh, with contributions from our graduate students and colleagues, and funding support from external agencies. This colloquium will be held during the project's final month, which will mark the occasion for launching the project's interactive website, and submission of the book-manuscripts to Oxford UP.
The University of Edinburgh is a world-leading centre for research in the intellectual, commercial, and material history of Enlightenment culture. It is home to the AHRC-funded SCRIPT centre for research in law, technology, and intellectual property, and the AHRC- and RSE-funded Centre for the History of the Book; with the National Library of Scotland nearby, this project team will benefit from outstanding local resources. Beneficiaries of the project will include a cross-disciplinary range of scholars and students, as well as teachers and non-specialists worldwide.
Planned Impact
This Impact Summary explains three key objectives of this project:
* The provision of a publicly-accessible and interactive web platform that features this research and trains users, particularly secondary-school students, to make further use of its archival materials;
* Organisation of a 2-day conference that will draw on resources beyond the University of Edinburgh and our project partner at Harvard University;
* Development of shared resources between this project and The John Murray Archive (National Library of Scotland), and the National Records of Scotland, for enhanced opportunities to jointly-host public events associated with this project.
WEB PLATFORM
Andrew Millar is a major figure in British cultural history precisely because his social networks and business concerns enabled the Enlightenment to flourish through investment in collaborative intellectual, philanthropic, and scientific projects. In the same way, adoption of an acclaimed web interface will invite teachers, students, and members of the public, to examine a showcase of archival materials including Millar's unpublished correspondence, in their manuscript and edited versions, with links to authorial notes, contracts, finished volumes, and contemporary accounts. This will provide virtual tours through Millar's negotiations and outcomes, complementing the book's richness and extending its reach. The PI will work with our local e-learning team during the final four months of the project, completing the explanatory modules and data-input from the emerging scholarly edition. We will seek the modest required funding from existing Knowledge-Exchange resources to maintain this platform over the years ahead.
Like a virtual museum or digital library, this part of the project will foster "public history" by enabling readers to browse and compare primary sources, at their own pace, with the choice of reading, listening, or viewing editorial explanation-with the scholarly editor acting in 'guiding' rather than 'controlling' roles. As sociologists of digital learning have shown, enabling public engagement with interactive platforms will encourage visitors to retain and return to the materials time and again. We are mindful of the technical and conceptual complexity of e-learning platforms for preserving and featuring historical documents. Accordingly, this project will draw on the expertise of local leaders in the field of digital pedagogy to ensure that our interface balances high-quality exhibition with accessibility, including the Digital Cultures and Education Research Group (DiCE), based in the School of Education. The platform and e-learning modules aim to respond to the Scottish Curriculum for Excellence (2011), particularly its section on Skills for Learning, Life, and Work, which emphasises electronic research skills and critical thinking about local and national history through independent research.
TWO-DAY CONFERENCE
The PI will apply for funds from the Royal Society of Edinburgh and the Royal Historical Society to host a 2-day conference, "Negotiating Enlightenment: Sources and Legacies", inviting papers and exhibitions from local museums and publishing houses, to reflect on the history and interpretation of literary careers and publication in Britain during the Enlightenment. This event would be hosted by the School of History, Classics, and Archaeology, at the end of the grant period. This event will see the public launch of the interactive web platform.
LOCAL COLLABORATIONS
Apart from its contribution to learning and teaching beyond academia, within and beyond the UK, further impact will result from opportunities for collaboration between the PI and local centres with remits for Knowledge-Exchange: the John Murray Archive (NLS); and the National Records of Scotland.
The project team envisions exhibitions, open-access publications, hands-on workshops for teachers, and contributions to University's Visitor Centre.
* The provision of a publicly-accessible and interactive web platform that features this research and trains users, particularly secondary-school students, to make further use of its archival materials;
* Organisation of a 2-day conference that will draw on resources beyond the University of Edinburgh and our project partner at Harvard University;
* Development of shared resources between this project and The John Murray Archive (National Library of Scotland), and the National Records of Scotland, for enhanced opportunities to jointly-host public events associated with this project.
WEB PLATFORM
Andrew Millar is a major figure in British cultural history precisely because his social networks and business concerns enabled the Enlightenment to flourish through investment in collaborative intellectual, philanthropic, and scientific projects. In the same way, adoption of an acclaimed web interface will invite teachers, students, and members of the public, to examine a showcase of archival materials including Millar's unpublished correspondence, in their manuscript and edited versions, with links to authorial notes, contracts, finished volumes, and contemporary accounts. This will provide virtual tours through Millar's negotiations and outcomes, complementing the book's richness and extending its reach. The PI will work with our local e-learning team during the final four months of the project, completing the explanatory modules and data-input from the emerging scholarly edition. We will seek the modest required funding from existing Knowledge-Exchange resources to maintain this platform over the years ahead.
Like a virtual museum or digital library, this part of the project will foster "public history" by enabling readers to browse and compare primary sources, at their own pace, with the choice of reading, listening, or viewing editorial explanation-with the scholarly editor acting in 'guiding' rather than 'controlling' roles. As sociologists of digital learning have shown, enabling public engagement with interactive platforms will encourage visitors to retain and return to the materials time and again. We are mindful of the technical and conceptual complexity of e-learning platforms for preserving and featuring historical documents. Accordingly, this project will draw on the expertise of local leaders in the field of digital pedagogy to ensure that our interface balances high-quality exhibition with accessibility, including the Digital Cultures and Education Research Group (DiCE), based in the School of Education. The platform and e-learning modules aim to respond to the Scottish Curriculum for Excellence (2011), particularly its section on Skills for Learning, Life, and Work, which emphasises electronic research skills and critical thinking about local and national history through independent research.
TWO-DAY CONFERENCE
The PI will apply for funds from the Royal Society of Edinburgh and the Royal Historical Society to host a 2-day conference, "Negotiating Enlightenment: Sources and Legacies", inviting papers and exhibitions from local museums and publishing houses, to reflect on the history and interpretation of literary careers and publication in Britain during the Enlightenment. This event would be hosted by the School of History, Classics, and Archaeology, at the end of the grant period. This event will see the public launch of the interactive web platform.
LOCAL COLLABORATIONS
Apart from its contribution to learning and teaching beyond academia, within and beyond the UK, further impact will result from opportunities for collaboration between the PI and local centres with remits for Knowledge-Exchange: the John Murray Archive (NLS); and the National Records of Scotland.
The project team envisions exhibitions, open-access publications, hands-on workshops for teachers, and contributions to University's Visitor Centre.
People |
ORCID iD |
| Adam Budd (Principal Investigator) | |
| Sally Tuckett (Researcher) |
Publications
Budd A
(2017)
Improvement in Scotland Before Burns
Budd A
(2015)
"Men of Consequence: A New Letter by David Hume"
in The Times Literary Supplement
Budd A
(2016)
The Cambridge Companion to Nineteenth-Century Thought
Budd A
(2015)
The Encyclopedia of British Literature 1660-1789
Budd, Adam
(2018)
"Henry Fielding - Amelia (1751)"
| Description | Students of British History tend to define the "Enlightenment" of the 18th century as "the age of reason," and then they explain the important ideas that this period has generated. We tend to overlook how these ideas circulated between authors and readers. This study focusses on the social and economic networks that enabled ideas to flourish, focussing on the career of Andrew Millar, probably the most influential publisher in Britain during the mid-18th century. Millar's early education, in a religious area of Scotland, is fascinating. His decision to develop a career in publishing (rather than, say, as a clergyman or lawyer) expressed his skills in business but also his confidence in the increasing social and intellectual importance of authorship during this period. This book provides the first extensive study of Millar's training, his migration from Edinburgh to London (among an important wave of ambitious Scots following the Acts of Union), and his cultivation of lucrative friendships among authors, printers, critics, and other influential figures within London's print culture. The book links this life to a career that made Millar, and his authors, very wealthy--and hugely influential, within and beyond London. Comprising nearly 200 letters that passed between Millar and his broad coterie, this book documents the controversies and collaboration that shaped "the republic of letters" in Britain. Many of these letters focus on the ways in which important authors, such as David Hume, worked closely with Millar to develop the ways readers would learn about their ideas. These show the extent to which publishers, in collaboration with authors, circulated "the Enlightenment" beyond the minds of authors and among the minds of readers. Editing these letters entailed making lateral connections, from social to economic history; from topographical information about British towns, to addressing the ways in which critics developed and shaped public opinion. In various ways, this book changes the way we should think about the cultural and social meaning of new ideas. |
| Exploitation Route | This funding shows that new approaches to familiar ideas can enhance the way we teaching History, the way we think about how books changed minds, and about the ways studies in print media can document the circulation of ideas. These are concerns that remain important today, which is why parts of this book have been used by secondary teachers to learn about the eighteenth century, and to help pupils to consider how and why books and their publishers participated in local and national culture. |
| Sectors | Digital/Communication/Information Technologies (including Software),Education,Culture, Heritage, Museums and Collections |
| Description | This submission provides details of the dissemination of research findings among academic audiences, through publications, conference papers, colloquia, and talks in person, on television, and radio, that I have given in the UK, Canada, and France. Many of these presentations have been given to specialists and non-specialist but nevertheless largely "historical" audiences. Although the content of these presentations, and their discussion with audiences, took my research in exciting and at times unexpected directions, these outputs were anticipated and conventional aims of this research project. Neither my research team nor I, let alone my academic colleagues, had anticipated the degree to which this project would produce findings that would be adopted by secondary-level teachers at various levels between S3 and S5 (Higher and Advanced Higher History), at Scottish schools representing various levels of educational attainment. Initial consultation with colleagues in the Moray School of Education (University of Edinburgh) and the Quality Improvement Officer of Edinburgh City Council (Secondary Education) in 2014, on the prospect of using materials from our Circulating Enlightenment website in classrooms, has led to the award of Professional Recognition for training in Historical Pedagogy by the General Teaching Council of Scotland--and this has enabled me to develop a Career-Long Professional Learning course for teachers on eighteenth-century culture in Edinburgh. Its materials draw directly from this research project. Enthusiastic participation by more than 25 junior and senior teachers, with two local schools integrating elements of my research materials into their core History curricula at National 5 level, has been unexpected and enormously rewarding. This is generating evidence of impact at the level of informing public understanding of local history; shifting teachers and pupils' knowledge and attitude toward the past; and informing their critical enquiries into the meaning of current discourse on the nature and reach of Scottish literary and intellectual culture. In addition to these quantifiable shifts in knowledge, opinion, and understanding, this activity is helping to raise educational attainment among lower-performing cohorts. Materials from this research project have been adopted by the History for Schools project at the University of Edinburgh, which places four teams of senior Honours students in classrooms across Edinburgh. Their aim is to help raise attainment through mentorship and support for collaborative learning--and these teams are using teaching tools and learning resources that have emerged directly from this research. We are collecting evidence of impact from these engagement activities, and may decide to submit these as an Impact Case Study at the next REF2021. |
| First Year Of Impact | 2015 |
| Sector | Education,Culture, Heritage, Museums and Collections |
| Impact Types | Cultural,Societal |
| Description | The GTCS has awarded Professional Recognition to "Edinburgh Past and Present," a CPD/CLPL course that I have developed, based on my research, and continue to deliver to secondary teachers in Modern Studies, Geography, and History, for junior and senior teachers in local secondary schools. This course has been recommended by Sharon Muir, Quality Improvement Office for City of Edinburgh Council (Secondary Education). |
| Geographic Reach | National |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | Guided by the GCTS Standard for Career-Long Professional Learning, this course provides teachers with technical and conceptual expertise in historical pedagogy to deepen their own knowledge of Edinburgh's past. They will teach pupils, at S3 to Advanced Higher level, using historical materials (such as eighteenth-century maps) and electronic tools (such as digital mapping software) that have been developed through this AHRC-funded project. Further, by taking this course at the University, teachers can be confident that they will communicate to learners knowledge, skills, and reflective habits of mind that represent the state of the art. They will communicate to pupils the digital skills, intellectual value, and personal meaning of engaging with the past using reliable yet accessible resources. This course was designed as an element of an Impact Case Study, and also as a means to extend our Widening Access strategy among lower-attainment groups in our local schools. Teachers have been keen to take this course, which has been recognised for Professional Standard for CLPL by the General Teaching Council for Scotland. Please see these two links for further details: https://drive.google.com/file/d/0B4aJ6iuT1QLKOEpWQmUtVFJNSUE/view?usp=sharing https://www.dropbox.com/s/02t5wk123tove9f/Budd%20GTCS%20guidance.docx?dl=0 |
| URL | https://drive.google.com/file/d/0B4aJ6iuT1QLKOEpWQmUtVFJNSUE/view?usp=sharing |
| Title | Circulating Enlightenment: Open-Access Web Resource |
| Description | This open-access research website http://www.millar-project.ed.ac.uk showcases major but otherwise unaccessible manuscripts and related materials that document 18th-c literary culture, held in eight closed-access research libraries in the UK and US. It also features e-learning modules that enable training and access to rare materials normally accessible only to specialists. All materials have been encoding using TEI markup, allowing researchers and general users to download the materials and annotate them according to their own research needs. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2015 |
| Provided To Others? | Yes |
| Impact | This website was launched to academic colleagues from the UK, Canada, Belgium, Canada, the US, and Ireland, at an event hosted by the Centre for Research Collections, University of Edinburgh Library, on 22 July 2015. It was launched to students, teachers, and general users on 15 September 2015. |
| URL | http://www.millar-project.ed.ac.uk |
| Description | "The Enlightenment Made Easy" |
| Organisation | Edinburgh World Heritage |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Education Scotland has commissioned EWH to develop a suite of teaching tools that will enable primary- and secondary-schools to learn about the history of the Enlightenment in Scotland. I have been invited to join their advisory committee as academic consultant to their projects. |
| Collaborator Contribution | Development of e-learning and in-class tools, which remain under development, for launch to mark the 250th anniversary of the building of the New Town of Edinburgh, in 2016. |
| Impact | I contributed to the composition of a colour pamphlet, "The Enlightenment Made Easy," which has been sent to hundreds of teachers across Scotland. It will go live online in due course. |
| Start Year | 2015 |
| Description | Bringing the Enlightenment into Secondary Schools |
| Organisation | St George's School Edinburgh |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | I develop classroom teaching projects and resources for seconary-school teachers to introduce their pupils to the history and culture of Scotland during the 18th century. |
| Collaborator Contribution | I learn about the needs of their students and the requirements outlined by Education Scotland. |
| Impact | Will add later |
| Start Year | 2015 |
| Description | "Edinburgh Past and Present": Historical Skills for Secondary Teachers |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | I organised and hosted this course (which received Profession Recognition for Career-Long Professional Learning from the General Teaching Council of Scotland) for 15 junior and senior History teachers from schools across the Edinburgh region. This course drew directly on AHRC-funded research, including the Circulating Enlightenment web tools, to develop their historical knowledge of 18th-century print culture and to make effective use of our web-based tools. With 15 visits to the four associated schools of mixed attainment, this course generated evidence of impact among over 30 teachers and over 1000 students. Interviews with some of the participants from the March 2016 workshop at Moray House, University of Edinburgh, can be viewed here: https://media.ed.ac.uk/media/Alison+Somerville+and+Adam+Budd+discussing+one+of+the+workshops/1_00e4m0v2 https://media.ed.ac.uk/media/Why+was+the+workshop+valuable-+Views+of+student+teachers/1_9h74e68e |
| Year(s) Of Engagement Activity | 2016,2017 |
| Description | Academic Consultant on the Advisory Committee for the Project 'Enlightenment Made Easy', Edinburgh World Heritage |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Academic consultant on the advisory committee for the Enlightenment Made Easy project, coordinated by Edinburgh World Heritage. The project involves a group of leading Edinburgh-based cultural, scientific, environmental and heritage organisations who have come together in partnership to deliver interdisciplinary learning through the places, people, ideas and creations of the Scottish Enlightenment. The project involves: Professional learning: Fun, informative and high quality sessions for teachers Online resources: Ideal for use in the classroom, as well as off-site visits to worldclass places in Edinburgh A Great Young Minds Society: A club your class can join so that you can take part in visits, debates and activities with other classes and schools involved in the project, just like the great thinkers did during the Enlightenment. A flexible package: Which allows teachers to pick and choose which bits work best for them and their pupils. |
| Year(s) Of Engagement Activity | 2015,2016,2017 |
| URL | http://www.ewht.org.uk/learning/enlightenment-made-easy |
| Description | Advisory Panel, JISC Historical Texts |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | My scholarly expertise and research profile, drawing on this AHRC-funded project, has led to my election to membership to the Advisory Panel, JISC Historical Texts. This Panel shaped editorial policy for the purchase, formatting, search methodology, and markup of high-quality digital resources, for use by post-16, HE, and the general public. The Joint Information Systems Committee is funded by a combination of the UK further and higher education funding bodies and individual higher education institutions. Through my participation on JISC Historical Texts, insights and expertise that I developed through this AHRC project, I am shaping the provision and use of historical resources for thousands of users across the UK and abroad. |
| Year(s) Of Engagement Activity | 2014,2015,2016,2017 |
| URL | https://www.jisc.ac.uk/historical-texts |
| Description | Centre for the History of the Book- Guest Lecture |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Public/other audiences |
| Results and Impact | Guest lecture, to 50 auditors drawn from the university community, local school teachers, and the general public, on research relating to George Drummond and the Malt Tax riots on June/July 1725. |
| Year(s) Of Engagement Activity | 2014 |
| URL | http://www.blogs.hss.ed.ac.uk/history-of-the-book/dr-adam-budd-andrew-millar-george-drummond-malt-ta... |
| Description | Director, Sutton Trust Summer School (History at Edinburgh) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | With funding from the University of Edinburgh and the Sutton Trust, I organise the Sutton Trust Summer School (History). I manage all teaching staff, train all assistants, guide the course content (on Edinburgh cultural history), and report to SRA and WP. The purview, range, and sources that define this programme draw directly on my AHRC research project. 120 students, selected by our Widening Participation context-data methodology, participate on this course. The aim is to provide them with a meaningful introduction to post-secondary teaching and knowledge, to encourage them to apply for a place at university--and to spread the value of this experience among their cohorts in their home schools. All of these students develop a meaningful familiarity with key outputs of my AHRC-funded project on 18th century print culture. |
| Year(s) Of Engagement Activity | 2016,2017 |
| Description | External Examiner/ Assessor for PhD Candidate Niall Henderson |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Postgraduate students |
| Results and Impact | External examiner and assessor for PhD candidate Niall Henderson, PhD Viva: David Hume and Print Culture in Edinburgh. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Interview on BBC Reporting Scotland (TV) and Morning (Radio) |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | On 14 October 2015, I was interviewed by BBC Scotland in the Centre for Research Collections, University of Edinburgh, where I showcased a collection of 18th-century documents that I unearthed from the university's archives. The materials featured materials that illustrate 18th-c fascinations with Scottish literary culture, the patronage of Scottish poets, and 19th-c efforts to celebrate earlier cultural events. The segment was aired on the Six O'Clock News and Ten O'Clock News ("Reporting Scotland") and on Radio Scotland ("Morning") on 15 October 2015. These materials drew on my AHRC-funded research, which was mentioned during the nationally-televised and radio broadcast interview. It was also streamed online through the BBC iPlayer, and thus was made available to audiences worldwide. The interview has generated interest from within BBC Scotland - Preeti Prasad, Producer (Glasgow), has asked me to give further presentations on 18th-c resources in Edinburgh. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Introducing primary-level students and teachers to 18th-c visual resources |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | In March, June, September, and November, I brought groups of c.40 local primary students (ages 7-10) for specialised full-day tours of visual resources in the National Library of Scotland, and National Scottish Portrait Gallery, to learn about eighteenth-century books and paintings. The event was very successful - each visit also included three teachers and three graduate-level Education students. Each meeting was preceded by my visiting the students at their schools, to give a 1-hour introduction; each group followed up with in-class discussion and assignments. After each talk, the teachers invited me back, to repeat the event, and to speak with members of their teaching staff - to learn more about local 18th-c resources, and the importance of teaching children History through meaningful engagement with primary resources that are publicly available to them. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Invited Talk: "Publishing, Patronage, and the Library of Liberty: Andrew Millar and Thomas Hollis in 1765" |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Public talk at the Centre for Eighteenth Century Studies, to 35 students, colleagues, members of the public, through the University of York. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Invited Talk: Circulating Enlightenment Beyond the University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Presentation on at a Conference Roundtable: "Teaching the Eighteenth Century: Digital Resources" for the Canadian Society for Eighteenth-Century Studies. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.csecs-scedhs-2016.ca/wp-content/uploads/2016/10/CSECS-Program-13-October-InDesign.pdf |
| Description | Invited Talk: Thomas Hollis and his Gifts to the Glasgow University Library, 1765. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Public/other audiences |
| Results and Impact | Public lecture to the Friends of the University of Glasgow Library, which contributed new information on historical literary objects held in the Glasgow University Library, with 60 people attending. The paper led to an animated discussion, a report in The Friends's newsletter, and an invitation to give a further paper to this group, at a later date. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.gla.ac.uk/events/?action=details&id=10195 |
| Description | Lead Speaker at a National Conference: Widening Participation in HE Conference 2016: Access for All |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | "Widening Access" and "Research Impact": Using the Criteria for Community Engagement. Funding councils insist on evidence of Widening Access and of Research Impact. The criteria only seem mutually exclusive: community engagement can yield success in both. My presentation, given at Salford University in Manchester, to a broad group of 80 stakeholders in HE policy, including policy markers and senior administrators at HEs from across the country, also has been circulated online to audiences beyond this conference. My remarks were shaped by my experience with my various Impact/KE activities associated with this AHRC-funded research project. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.salford.ac.uk/onecpd/courses/widening-participation-in-higher-education-briefing |
| Description | Peer Review Committee: Visiting Fellows, IASH, Edinburgh |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | My scholarly expertise and research profile has led to my election to the peer-review committee for selecting Visiting Research Fellows to the Institute for Advanced Studies in the Humanities at the University of Edinburgh. My participation on this committee has shaped the intake of postdoctoral and tenured applicants for research funding and residence at IASH: in turn, this has shaped the nature of intellectual community at the Institute; I have ensured that commitment to community engagement and impact has become a key criterion for fellowship at the Institute. |
| Year(s) Of Engagement Activity | 2016,2017 |
| Description | Plenary Lecture at the Bibliographical Society, London. "Thomas Hollis, His Library of Liberty, and his London Bookseller." |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Invited lecture given at the Bibliographical Society in London, 17 November 2015. 80 members of the audience. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://bibsoc.org.uk/event/lecture-dr-adam-budd |
| Description | Plenary lecture to the Bibliographical Society, Society of Antiquaries, London: "Thomas Hollis and the Library of Liberty: Circulation and Canonisation with Andrew Millar" |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | This one hour plenary lecture, to 80 members of the Bibliographical Society, disseminated research findings to a broad range of stakeholders in the collecting, curating, and teaching of eighteenth-century literary culture in Britain. Discussion extended for over an hour and members expressed their view that this research has shifted their understanding of Andrew Millar's role in the development of post-Union literary culture in London. Will add later |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.bibsoc.org.uk/event/lecture-dr-adam-budd |
| Description | Plenary talk to ABA and Stationers Company, London |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | In November 2014, I was invited to give a one-hour talk on the emergence of popular literature in eighteenth-century Britain, to a group comprising members of the Antiquarian Booksellers Association and the Stationers Company. These are non-academics who are involved in the commissioning, publishing, auctioning, and circulation of books - my talk informed them of their 18th-c counterparts, and drew parallels and contrasts with current practice. After my talk, I was invited to submit a version of the paper for publication and circulation - I was also invited to return next year. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Public Event: Talk and Workshop: 'Family Event: Poetry in Edinburgh Before Burns', Writers' Museum, Edinburgh |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | BURNS DAY 2016 Sat 23 January FAMILY EVENT: Poetry in Edinburgh Before Burns Talk and workshop with Dr Adam Budd, University of Edinburgh With songs performed by Prof Kirsteen McCue, University of Glasgow An afternoon listening to the sounds and stories of Scottish poetry, as it was written, performed, and sold in the Edinburgh High Street three centuries ago. During the years before Robert Burns came to Edinburgh, the High Street echoed with the sounds of local people and local stories, and many of these found their way into the poetry of time. Indeed, when the world learned about poetry in Scotland, they learned about the poems that were published here. This workshop was dedicated to an exploration of what these poems looked like and sounded like, and the stories they told. Participants learned about two important poets: Allan Ramsay, who did all he could to keep the sounds of local Scots in the poems that were printed and sent all over Britain. A younger poet, James Thomson, tried to make Scottish poetry more "polite," and he wrote gorgeous poems about the Scottish Borders that were among the most popular books ever written in English. Before Burns became famous, people from all over the world learned about Scotland, and Edinburgh, by reading Ramsay and Thomson. The workshop considered what their books looked like, what the High Street looked like. Participants learned some Scots words from the time and then had the opportunity to write and perform their own poems of the eighteenth century. Kirsteen McCue, an international authority on the history and music of eighteenth-century poetry, sang for the event. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Public Lecture: Colloquium on Literary Commerce |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Funded by AHRC, Royal Society of Edinburgh, Centre for the History of the Book, and The Bibliographical Society. This event brought an international group of 13 academics and 15 visitors together for two days of presentations and discussion on various aspects of literary publishing over the past three hundred years - with a focus on Scotland in the eighteenth century. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.ed.ac.uk/history-classics-archaeology/news-events/events/events-archive/events2015/litera... |
| Description | Public Lecture: Conversations Around Edinburgh on Brexit |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Public/other audiences |
| Results and Impact | The University has sponsored Brexit and You, a series of public events about the UK's decision to leave the European Union. Beginning in Leith, members of the public have been invited to meet and speak with experts about some of the issues that Brexit raises and how it may affect communities. My contribution has been to provide historical context on the intellectual and cultural ties between Scotland and England - I drew illustrations from my research in cross-border print culture during the eighteenth century, along with anecdotes concerning the cultural influence of Scots living in London over the past 250 years. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.ed.ac.uk/news/2016/brexit-conversations-begin-around-edinburgh |
| Description | Public Lecture: Conversations on Brexit: History and Law |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | With participation from 5 local secondary schools, this event brought together specialists in the School of Law and in History to foster informed conversations on the mechanisms and meaning of Brexit. My contribution drew on historical research on cross-border intellectual and cultural exchange over the past 250 years, directly associated with my AHRC research project. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://peopleknowhow.org/community-space/ |