=Paper=
{{Paper
|id=Vol-2375/paper7
|storemode=property
|title=Modelling changes in diaries, correspondence and authors' libraries to support research on reading: the READ-IT approach
|pdfUrl=https://ceur-ws.org/Vol-2375/paper7.pdf
|volume=Vol-2375
|authors=Alessio Antonini,Francesca Benatti,Edmund King,François Vignale,Guillaume Gravier
|dblpUrl=https://dblp.org/rec/conf/caise/AntoniniBKVG19
}}
==Modelling changes in diaries, correspondence and authors' libraries to support research on reading: the READ-IT approach==
https://ceur-ws.org/Vol-2375/paper7.pdf
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Modelling changes in diaries, correspondence and authors’
libraries to support research on reading: the READ-IT approach1
Alessio Antonini Francesca Benatti Edmund King
Knowledge Media Department of English Department of English
Institute and Creative Writing and Creative Writing
The Open University The Open University The Open University
Milton Keynes, UK Milton Keynes, UK Milton Keynes, UK
alessio.antonini@open.ac.uk francesca.benatti@open.ac.uk edmund.king@open.ac.uk
François Vignale Guillaume Gravier
Langues, litteratures, linguistique IRISA
Le Mans Université Rennes, France
Le Mans, France guig@irisa.fr
francois.vignale@univ-lemans.fr
Abstract
Diaries, correspondence and authors’ libraries provide important evidence into the evolution of ideas and society.
Studying these phenomena is connected to understanding changes of perspective and values. In this paper we present the
approach adopted by the READ-IT project in modelling changes in the contents of diaries, correspondence and authors’
libraries related to reading. By considering these three types of sources, we discuss the use of the data model to permit
the study and increase the usability of sources containing evidence of reading experiences, highlighting common
challenges and patterns related to changes to readers and to the medium of reading when confronting historical events.
1 Introduction
Diaries, correspondence and authors’ libraries provide important evidence into the evolution of ideas and society. The
archives and collections that form the cultural heritage of Europe contain plentiful examples of these types of sources. A
significant topic in many of these sources is the discussion of what their creators read. The study of the cultural heritage
sources that discuss reading is connected to understanding changes of perspective and values through the interaction
between their creators and other people. These changes become significant from two perspectives: how on a personal
level events and changes in society are reflected on the changes and evolution of a person, and on a comparative level
across times and different societies.
The READ-IT project has the aim of addressing macroscopic questions (Hitchcock, 2014) about the shaping of
the identity of European readers (Baillot & Vignale, 2018), and more specific questions about the impact of reading on
the shaping of an era, confronting historical events, defining the identity of a population or the construction of a public
discourse. As diaries, correspondence and authors’ libraries are important sources of evidence for different types of
research enquiries, READ-IT aims to facilitate collaboration and multidisciplinary research through the sharing of
annotated resources.
READ-IT (Reading Europe Advanced Data Investigation Tool) is a 3-years (2018-2020) transnational,
interdisciplinary R&D project funded by the Joint Programming Initiative for Cultural Heritage that will build a unique
large-scale, user-friendly, open access, semantically-enriched investigation tool to identify and share ground-breaking
evidence about 18th-21st century Cultural Heritage of reading in Europe (https://readit-project.eu/). This contribution is
framed within the first-year activities of READ-IT aimed to build a convergence between different case studies and
research teams on a shared conceptualisation of the phenomenon of reading, which will be used to inform the development
of the technical tools.
To facilitate research on shared sources, READ-IT activities include the definition of a data model for annotating
cultural heritage sources that could be used as meta-language across disciplines. By having annotations defined within a
shared conceptual framework, researchers from different fields will be able to identify and retrieve data from the READ-
IT pool of sources and to share their work with the community of Humanities researchers. This process will increase the
visibility and usability of cultural heritage sources for research. Thus, the main challenge for modelling the reading
experience in READ-IT is to be able to define a set of shared concepts with a universal value, such as defining a way to
capture changes within diaries, correspondence and authors’ libraries as sources of evidence for reading experiences.
1
This work was partially supported by Reading Europe – Advanced Data Investigation Tool (READ-IT) is funded
by the JPI Cultural Heritage project under the European Union Horizon 2020 Research and Innovation programme
(grant agreement No 699523).
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Previous similar Digital Humanities projects, such as UK-RED, LED and EU-READ, had a strong focus on
supporting collaboration between researchers in annotating and managing resources. READ-IT aims to support research
by addressing the phenomenon of reading. The focus on changes and the evidence of change in the sources has been
addressed in READ-IT as a set of requirements driving the modelling of the reading experience. Specifically, we
investigate:
● What are the changes in the reading testimonies reported in diaries, correspondence and authors’ libraries?
● What are the concepts in common between these three types of sources and how can these be represented?
● How can we study these changes through the use of shared annotated sources?
In this contribution, we present how the study of reading in diaries, correspondence and authors’ libraries has been
addressed in previous models of reading and compare the READ-IT model with the concepts and approaches adopted in
relevant conceptualisations such as FRBR and LED. Specifically, we present the physical changes in the circumstances
of reading, the changes to the reader as a person and as part of a society, and the changes in the medium providing access
to the content and discuss how these phenomena can be encoded in the READ-IT data model. Lastly, we discuss how the
proposed annotation system can be used to study change at individual and collective scale.
The rest of the paper is structured as follows. Section 2 presents the model of reading and the correspondence
between its main concepts and the concepts of FRBR (IFLA, 2009) and LED (Adamou et al., 2018). Section 3 introduces
the three case studies about the study of diaries, correspondence and authors’ libraries. Section 4 illustrates how the
READ-IT model can be used to address changes in the three case studies. Lastly, Section 5 present a discussion about the
potential contribution of using the READ-IT model in addressing this family of case studies and sources, its current
limitations and final remarks about future challenges.
2 The READ-IT model of Reading
The READ-IT model of reading had been developed adopting a design research approach, considering the different
perspectives of the research disciplines as stakeholders and the data model as a meta-language (object of the design
research) aimed to support their collaboration and the interoperability of the outputs of their research activities (Antonini
& Lupi, 2019). The approach adopted combines the theoretical analysis of reading (Bortolussi & Dixon, 2007; Craig,
1984; Davies, 2007; Gerrig, 1993; Gibson, 1980; Eco, 2011) with the analysis of the sources of reading experiences (e.g.
diaries, correspondence, author’s libraries) to identify the key concepts and relations of the anatomy and dynamics of the
reading phenomenon. The development of the model is being framed in an agile-like process of incremental update and
evaluation. Currently, the model is at a consolidating stage after two cycles of development and validation, but it will be
further updated to incorporate emerging requirement from the READ-IT case studies (Vignale, Benatti & Antonini, 2019).
The current version of the model of reading (V1.5) combines three different perspectives on reading: 1) as an
action, 2) as a process and 3) as an experience. By adopting these three lenses, the phenomenon of reading has been
deconstructed in its foundational elements, and then reconstructed in a unifying theory of reading based on an cognitivist
ecological view of reading (Gibson, 1979; Hutchins, 2009) with a strong focus on a) the reader’s personal perspective
and b) the embodiment of the action in a physical and social environment (Dourish, 2001). Summarising, the resulting
model provides a new metaphor of reading as the act of keeping a balance between the physical and cognitive activities
of reading and the external forces mediating or interfering with the reading (reading as niche).
Fig. 1. On the left, the three-fold interaction of reading: (A) Reader with Medium, (B) Reader in accessing to the Content
through the Medium, (C) Reader with the Content. On the Right, the schema encoding the three interactions.
Reading as Action. As action, the Reader is the actor of the action, while the Content (e.g. Moby Dick) has the role of
object of the action and the Medium (e.g. book) has the role of means facilitating or impending the action mediating the
interaction between the actor and object.
The act of reading configures three distinct types of interactions between Reader, Medium and Content:
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● Reader reading through Medium
● Medium providing access to Content
● Reader reading Content
As reading is a time-consuming and intermittent action (i.e. interrupted and resumed in different places at different times),
the action of reading is implemented through a Reading Process, in which the Reader is engaged in, involving a Reading
Resource.
Reading as Process. The act of reading is a dual-track process involving (a) a physical process of manipulating a Medium
with the aim of perceiving the text encoding of the Content and (b) a cognitive process of elaboration of the Content
aimed at rebuilding its meaning and consolidating concepts and ideas within the Reader’s memory. Furthermore,
concerning the semiotic analysis of text, reading performs (i) an analytical reading aimed at rebuilding the author’s
intended meaning and (ii) a performative reading of the situation aimed at “filling the gap” with personal experience and
knowledge. In this frame, we consider different types of engagement of the Reader as the number of processes, see Fig.2:
a) dedication, the engagement in the physical process, perception of the content
b) commitment, the engagement in the cognitive process, semiosis of meaning
i. focus, the engagement in the analysis of the meaning within the content (proposition analysis)
ii. transportation (performance) (Eco, 2011; Gerrig, 1993), the engagement in the situation evoked by
the content enriched by the memory and experience of the reader (situation analysis)
Fig. 2. On the left, the conceptual model of the process of reading connecting perception, analysis and performance with the
experience of reading as change of state of mind. On the Right, the schema encoding the process of reading as a Temporal Entity
characterised with the four type of engagement and two type of cognitive processes.
A Reading Process is a Temporal Entity as it is characterised by a time and duration, Fig. 2. The instances of Reading
Process are time related, e.g. follows, precedes.
As an intermittent activity, Reading is carried out as sessions (Reading Session). Furthermore, during each
session, the effects of the interaction with the content are multiple as the reader navigates situations and arguments
(Reading Experience). In READ-IT, we address the dynamics of the reading process by defining the concepts of (Fig. 3):
● Reading: a collection of reading sessions of the same work (first or one of multiple reading), sharing a context,
such as being part of the same activities, addressing the same aims or approached with an overall state of mind
● Reading Session: a chain of Reading Experiences, an interaction between event and action delimited by the
opening and closing of a reading resource
● Reading Experience: the cognitive activity of reading in a physical context
Reading, Reading Sessions and Reading Experiences are Reading Process(es) and therefore Temporal Entity(ies)
as well. Thus, a Reading can precede or follow another Reading, Reading Sessions and Reading Experiences can be
sequentially ordered. Furthermore, Experiences are part of Sessions, and Sessions are part of Readings, and, on the other
side, a Reading is the situation of several Sessions, which are situation of the Experiences of reading.
Reading Processes are situated in a physical and social environment. We encode the external situation using the
concept of Event, characterised by Place and Conditions, comparison relations, e.g. better than, similar to, and temporal
relations as well. We defined Reading Process a specialisation of Event to encode an important pattern of reading
experiences: description of acts of reading by comparing with other reading experiences. The comparison of Reading
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Processes can be between different Reading(s), but also between the different type of processes of reading (cognitive and
physical, analysis and situation).
Fig. 3. On the left, a conceptual schema representing the dynamic of readings, relating Readings, Sessions and Experiences in
terms of sequence and of inclusions. On the Right, the schema encoding Experience, Session and Reading as specialisation of
Reading Process, and Event.
Reading as Experience. We consider an Experience a piece of evidence of a change of State of Mind of the Reader, as
a result of the interaction of the Reader with Content and Medium, see Fig. 4. With State of Mind we encode all evidences
related to a cognitive state of the Reader, such as Emotion, Remembrance or Self-reflection. A Reader’s State of Mind
could be involving a Medium or a Content (Reading Resource) motivated by personal and social circumstances, such as
a gift to the Reader. Thus, a Reading Resource could have a special meaning for the Reader.
Fig. 4. On the left, a conceptual scheme representing how the changes in the reader’s state of mind is the result of the reader-
medium-content interactions, mediated by the environment conditions and co-occurring events, and how the resulting state of mind
can be the premise of a new reading session. On the Right, the schema encoding the temporal relations between reading process and
states of mind of the reader, and the relations between reading resources and state of mind and the reader
2.1 FRBR
The Functional Requirements for Bibliographic Records (FRBR) is a standard for the representation of bibliographic
resources. FRBR provides a conceptual framework of four main concepts: work, expression, manifestation and item
(IFLA, 2009), see Fig. 5 (left), representing a form of consensus on the anatomy of reading contents. Moreover, the
adoption of FRBR enables the connection of the reading model with a wide range of book catalogues, such as the French
National Library. On the other hand, FRBR addresses the phenomenon of content production (e.g. versions, translations),
societal aspects of books (e.g. editions and censorship) and the physicality of books, but it does not include elements
related to the use of contents (i.e. reading).
The READ-IT concept of Content is represented in FRBR by the two concepts of work and expression: the
creative work as conceived in the author’s mind and its realisation through one specific form (expression). In FRBR, the
READ-IT concept of Medium is captured by the two concepts of manifestation and item: the first is the form of the
physical embodiment of the expression, e.g. the first edition of La Montagna Incantata, translation of Ervino Pocar
published by Acquerelli, while the item is one of the instances of the manifestation, e.g. my personal copy stolen from
my father. Moreover, FRBR defines also the relations (has a subject) between a work and other concepts, such as work,
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person, corporate body, concept, object, event, place, expressions, see Fig. 5 (right). In this regard, these FRBR relations
can be used to connect a Reading Experience with concepts, objects, event or places topics of a Content.
Fig. 5. On the left, the relations between work, expression, manifestation and item in FRBR, reproduction of the original
schema from IFLA (2009). On the Right, in FRBR a work can have has a subject a set of concepts, reproduction of the original
schema from IFLA (2009).
The FRBR and the READ-IT models are compatible at a conceptual level, and adoption of FRBR in READ-IT model
provides a deeper conceptualisation of Medium and Content. Specifically, we consider item and manifestation
specialisation of Medium, and of expression and work specialisation of Content, and we generalise the FRBR relations
subject of to the superclass Content. On the other hand, FRBR has a narrow focus on bibliographic resources, while the
READ-IT concepts of Content and Medium are meant to be general enough to encode different and emerging types
contents and reading devices (e.g. blog, post-it, scripts, e-readers).
2.2 UK-RED
The Reading Experience Database (RED) was devised by Simon Eliot in 1993. It stemmed from the realisation that a
topic as vast as the history of reading needed as large and representative a corpus of evidence as possible to support
research in the field, and that this corpus could be a database made up of contributions collected from individual
researchers (Eliot, 2006). RED was officially launched at The Open University in 1996 and, with the support of funding
from the UK Arts and Humanities Research Council (AHRC), relaunched as a public-facing, searchable web resource in
June 2007 (Halsey, 2008). Since its inception, RED has encouraged crowdsourcing: volunteer contributors have been
able to input new contributions directly into a web-based version of the contribution form. RED currently has over 34,000
unique records, many of them contributed by interested members of the public. As a collaborative tool, RED was mostly
focused on the management of contributions (sources and annotations). On the “experience” aspect of reading, RED
provided an ‘evidence field’, a free-text box in which contributors were asked to enter the evidence recording the reading
experience (e.g. a transcription of a diary entry, or part of a letter, or a reader’s marginalia). Then, the contributor could
provide information about the personal, spatial, and temporal relationships underlying the reading experience, such as the
reader’s name and vital statistics, the title and format of the text being read, and the date and place where the reading
experience took place.
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READ-IT presents an opportunity for creating a more comprehensive, representative, and technically sophisticated
iteration of the RED idea. Transnational in scope and unlimited in time frame, it will enable the comparison of reading
habits and practices across time and across national boundaries. It will allow for the modelling of a range of forms of
evidence beyond the purely textual. It will have a much more secure and less labour-intensive system for entering and
reviewing new contributions. Finally, it will present users with multiple avenues into the data beyond a simple, linear list
of search results, utilising new innovations in UI to make the most of the rich data within.
2.3 LED
The Listening Experience Database (LED) is a semantically enriched, machine-readable dataset about music events and
records of the experiences of listeners (Adamou, 2018). Rather than on text, LED focuses on audio contents, but the
overall objective is similar to READ-IT: the study of experiences. Moreover, in term of type of content, LED and READ-
IT overlap in relation to collective reading, audiobooks and any form of reading aloud.
In LED, the concept of listening experience is defined as a subtype of event and an action with an agent and a subject,
a performance, situated in an environment, place and time, see Fig. 6 (left). Furthermore, LED provides a description of
the Agent in terms of group, location, religion, social status, date of birth and of death. The scope of LED is the
management of sources, of activities of collaborative annotation, see Fig. 6 (right), and the interoperability with existing
catalogues of sources and of musical contents.
Fig. 6. On the left, the ontological model of listening experience in LED, reproduction of the original schema from Adamou
(2018). On the Right, the management workflow of entity data, reproduction of the original schema from Adamou (2018).
As a follow-up of LED, in READ-IT we moved the focus of the model from the management of sources and research
activities to the object of the research: the reading experience. In this regard, READ-IT introduces the concepts of State
of Mind of the Reader, and defines and Experience within the situation of a broader view as an articulation of Sessions
and Experiences and Readings defining an ecology of experience of the Reader. Thus, experiences are multiple during a
same session and several sessions are interconnected providing the possibility to study the dynamic evolution of the
experience.
3 Reading in Diaries, Correspondence and Authors’ Libraries
In this section we briefly discuss the relevance of diaries, correspondence and authors’ libraries in understanding the
evolution of ideas and values within a society and historical period. How have these documents reflected the way in which
societies have adapted and changed as a result of historical events? In the first case, personal diaries kept during war time
open a window onto how the act of reading helped soldiers cope with the horror of war through the creation of an
alternative form of “literary camaraderie”. In the second case, examining correspondence dealing with the experience of
reading provides a unique view of how new ideas and topics enter and clash with common sentiments, ethics and ideals.
It can also show how over time these new visions were rejected or integrated, from the eyes of the very actors at the centre
of public discourse. Lastly, authors’ libraries provide evidence of the influence of reading in shaping ideas in the form of
traces, notes, comments (i.e. alterations) left by readers in their books.
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3.1 Changes in Diary Keeping Practice
Personal diaries are an important source for understanding lived experience and cultural engagement across history. They
can also be rich potential sources of evidence for reading. Patterns in diary keeping have not, however, always been
constant through time. Before the late nineteenth century, keeping a diary was very much a middle-class or bourgeois
practice. Diaries required literacy, the availability of at least some leisure time, and the possession of the money required
to purchase them (Elspass, 2012). These limitations mean that much of the evidence about reading preserved in historical
diaries is heavily biased towards social elites. By the early twentieth century, however, diary manufacturers were starting
to target consumers of more modest means. During the First World War, newspaper commentators and stationery industry
advertising strongly encouraged soldiers and their families to keep personal diaries, a phenomenon that expanded the
social reach of the practice of diary keeping substantially (Lyons, 2010; Towheed & King, 2015). This expansion of diary
keeping into the working classes means that we have evidence about the daily lives and habits -- including reading habits
-- of many thousands of ordinary people that would otherwise have been unrecorded. Diaries -- and especially diaries
kept by non-elite diarists -- therefore form an important aspect of cultural heritage, a fact that is now starting to be
recognised through the creation of specialist projects and repositories such as the Great Diary Project at London’s
Bishopsgate Library (Moran, 2013).
Pre-war patterns in diary-keeping continued to operate to some extent during the First World War. As Jessica
Meyer points out, many surviving British First World War diaries were kept by officers who were posted to relatively
quiet sectors. It was obviously difficult to keep a diary in a busy or chaotic part of the front; any diaries kept in such areas
were also liable to loss or abandonment due to action or the death of the diarist (Meyer, 2009). However, a number of
men in the ranks did keep diaries -- often for the very first time in their lives -- and these can give us a special insight into
their experiences and, in some cases, what they were reading. An example of such a working-class diarist is Private
William Hodgson of the King’s Own Royal Lancaster Regiment. Hodgson was a territorial soldier during peacetime and
he sporadically kept a diary while training in Britain in 1916 and after he was posted to the front in early 1917. On 26
November 1916, while at Aisne Barracks in Hampshire, he recorded in his diary: ‘9-30 Church Parade Watched the match
between King’s Own [Royal Lancaster Regiment] and Army Service Corps King’s Own won 6-1. Took YMCA library
book back: E F Benson’s “Princess Sophia” and drew Jack London’s “Call of the Wild”’. While in hospital in December
1916, he records in his diary reading London’s ‘White Fang’, alongside novels by E. Phillips Oppenheim, Ethel M. Dell,
Richard Marsh, and Baroness Orczy, though an attempt to ‘find interest in reading’ Charles Dickens’s ‘Great
Expectations’ failed (Hodgson, 2011). These would have been regarded as thoroughly unremarkable reading choices in
1916. However, they (and records like them) are extraordinarily valuable for historians of reading in the 21st century.
They record the reading of mass-market fiction that was extremely popular at the time, but often derided or overlooked
by the kinds of elite contemporary readers, critics, and cultural commentators whose opinions subsequently came to define
our understanding of early twentieth-century literary culture. Looking to non-elite records, like the diary of William
Hodgson, can give us an insight into popular reading cultures, but it can also suggest how those cultures helped sustain
morale and entertain readers on both the home and fighting fronts during a period of worldwide crisis.
3.2 Changes in Correspondence: the correspondence of Ugo Foscolo, 1794-1824
Collections of letters held in archives and libraries form a rich part of the cultural heritage of Europe. Those produced by
or addressed to writers and artists supply a critical source of reading experiences. By showing how books were received,
interpreted and shared, these collections of letters provide crucial insights into the formation of European identities and
mentalities. The correspondence of Italian poet Ugo Foscolo (1778-1827) provides a useful case study of the types of
change encountered in this type of source of evidence of reading.
Vanhoutte and den Branden define the following elements in the formal description of a letter: the sender; the
message; the recipient; references to the extra-linguistic reality (e.g. names, places, dates, etc.); the language of the letter
(Vanhoutte & den Branden, 2009). Most of these elements contain change, as exemplified by Foscolo’s correspondence.
While the sender (Foscolo himself) is the same, his preferred name changed, from Niccolò to Ugo. There are
numerous recipients to his letters, whom Foscolo addresses with varying degrees of trust and familiarity. The extra-
linguistic reality of the letters changes both through time, as Foscolo grows from adolescence to manhood, and most
strikingly through place, as Foscolo moves through a number of Italian cities and then to France, Switzerland and Britain.
Finally, the language of the letters changes according to the nationality of the recipient and the place and time of writing.
Underlying these changes are the tumultuous political circumstances of Napoleonic Europe and the individual author’s
personal journey from his rebel patriotism to his service in the Napoleonic army to his reluctant collaboration with
Restoration authorities to his final exile. These changes of social status certainly condition Foscolo’s access to reading
content and his disposition towards it.
Foscolo’s case is far from extreme. The nature of the letter as a communicative act from one individual to another
at a specific point in time and space involves changes in the circumstances and content of the evidence of reading it
contains.
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3.3 Changes in Authors’ Libraries
Authors’ libraries represent an important source of evidence on the reading processes of their owners (Jackson 2016).
Through marginal notes and underlining, readers record their thoughts within the very pages of the reading material.
The survival of such libraries tends to be limited to prominent historical and cultural figures and is therefore not
always representative of the reading habits of a whole population. However, as authors write texts that are influenced by
what they read and that in turn influence their readers, this type of cultural heritage collection deserves study.
Books as media are the physical interfaces between readers and contents and as such the host of traces of this
interaction and target of the immediate effect of reading. In this regard, books from authors’ collections provide a variety
of insights ranging from dedications, comments and bookmarks to graphical signes expressing the reader’s emotions,
such as stupor or disagreement. In this frame, the personalisations (alterations) of books at the centre of a system of
thoughts and relations of the reader that can become evident from identifying what, where and when these changes occur.
4 Modelling Changes in READ-IT
As previously discussed, Readers change during time and events in terms of their abilities, ideas, memories, aims.
Furthermore, as result of reading, Medium change as well, on material level (e.g. annotations) and immaterial level in
terms of emotion or value for the reader. The READ-IT model addresses these phenomena by discriminating between:
1. Reader and Person
2. State of Mind and Disposition
3. Medium and Alteration
4. Reading Process and Reading Frame, and State of Mind, Outcome and Premise
4.1 Reader and Person
An action is embedded in a specific context and so is the actor. As an actor of reading, a Reader acts being in a specific
state of mind, by using their current abilities, skills and in a contingent personal and social situation. Understanding the
state of the reader is a relevant aspect of the context in which the reading experience takes place and thus it is relevant to
keep track of the reader’s state at the time of reading. Therefore, we consider a Reader a diachronic description of one of
the multiple states that a Person assumes during their life. On the other side, a Person is the cumulative result of all the
status (Reader), a synchronic representation of a human being. In other words, a Reader is a description of a Person, see
Fig.7.
Fig. 7. On the left, a conceptual schema representing the different status of reader of a person. On the left, the schema encoding
the Reader as a Temporal Entity describing a Person.
A Reader is a specialisation of the class of Person, characterised by the dynamic (variable) features of a Person, such as
their age at the time of reading, while the Person is described by the static (invariant) features of readers, e.g. Place of
Birth. The Reader is a description of a Person at a specific moment in date or period. Thus, a Person is a collection of
Reader(s) instances. Furthermore, Reader is specialisation of Temporal Entity, so that it is possible to describe the
temporal aspect of the Reader as duration or time in which the described set of dynamic features were a description of a
Person.
For example, the Person Ugo Foscolo changes as a Reader as he grows in age, changes name and moves to
different countries. His occupation, social status and political allegiance change over time and place. His reading Habits
change as he goes from being a student to being a soldier, a lecturer, a journalist or an exile.
War diaries provide us with examples of a different group of Readers: officers and common soldiers who
turned to books as a means of psychological escape from the stresses of wartime. Many soldiers developed reading
Habits, of which we can find traces in their diaries, indicating a change in attitude toward reading when measured
against their reading habits and preferences before the war, changes which in many cases persisted after the war’s end.
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4.2 Reader’s Dispositions
As argued, the current status of a Person, the Reader, has a great impact on the experience of reading. The reader’s
linguistic abilities, knowledge of topics or historical facts, their political and religious beliefs (Dispositions) are filters to
the interaction with a Contents or a specific type of Medium, e.g. e-reader, manuscript, printed book.
In the READ-IT model, we specify the reader’s Dispositions as a type of State of Mind grounded on the Reader
(has disposition). In this frame, a Disposition could be related to ethical or aesthetical aspects of a Reading Resource, its
value of within a social group or to the skill required to understand it, and a Disposition is oriented in approaching a
specific Reading Process (e.g. a chapter), see Fig. 8.
Fig. 8. Schema encoding Disposition, specialisation of State of Mind, and the relations with Reading Resource and Reading
Process.
As a specialisation of State of Mind, a Disposition can involve Reading Resources (e.g. prejudice against an author or a
topic). Furthermore, a Disposition is also a Temporal Entity, and thus characterised by a time and duration and temporal
ordering relations.
For example, as Reader Ugo Foscolo undergoes changes of social status and location, his Disposition towards a
given Reading Resource e.g. Dante’s Divine Comedy changes due to his political and personal circumstances, and whether
he is reading for pleasure or in order to write an essay about Dante for a literary journal.
In the case of war diaries, it is possible to distinguish between diarists’ attitudes toward reading before, during
and after the war (Disposition). For instance, before the war, both diary-keeping and (to an extent) leisure reading were
practices associated with middle-class people with time to spend in leisure activities, while during the First World War
reading and keeping diaries became relatively common activities among soldiers as well as officers.
4.3 Alteration and Medium
With time and in relation with the reader’s personal circumstances or social relationships, a Medium can assume a special
value for the Reader that can also result in developing new forms of Disposition. As a valuable object (for the reader), a
Medium can traverse epocs and events, passing from hand to hand through the generations and working as probes in
readers’ life. As result of time and usage, a Medium can be adapted or enhanced with notes and dedications, or damaged
by time and events.
The model of reading can capture a scenario in which an Alteration can be causing a Reading Experience for
the Reader as the process involve an altered Medium. On the other hand, e.g. in case of taking notes, a Reading Process
can be causing an Alteration (as part of the process), inscribing a trace of the reading in the physical or item Medium. In
this regard, an Alteration can be related to a Content: an Alteration can be specifically aimed to alter or fix a specific
interpretation or value of a concept or situation of the Content, see Fig. 9 (left).
A Reading Experience can involve an Alterations of Medium as the Alteration mediates the interaction between
Content and Reader, see Fig. 9 (right).
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For example, the libraries belonging to writers are often preserved as part of cultural heritage collections. These
books often contain Alterations that can provide an indication of the changing Dispositions of the Reader, such as
influences on their subsequent careers as writers. An example is the study of Herman Melville’s marginal annotations (a
form of Alteration) in his book collection, which has been used to show how his Reading Experience shaped his writing
style (Ohge et al. 2018). A similar study could be conducted on other book collections preserved in cultural heritage
repositories, such as for example, the books belonging to poet Thomas Moore held at the Royal Irish Academy in Dublin.
Fig. 9. On the left, Reading Resource and Alterations are Temporal Entities, an Alteration is altering a Medium and related to a
Content and a Reading Process can be causing an Alteration. On the right, an Alteration can be causing a Reading Experience.
4.4 Premises and Outcomes
As argued, a Reading Process is situated in the reader’s life and, therefore, extends beyond the moment of direct
interaction with medium and content, see Fig. 10 (left). The contingencies of activities and expectations (Premise) provide
a context that will be relevant for the results and closure of a reading (Outcome), see Fig. 10 (right). Premises and
Outcomes are the mental Frame in which reading takes place as a result of the contingent personal and social situations
relating to Reader’s life, public discourse and the personal value of the Content or the personal and social relational
system around the specific Medium. In this setting, the Frame of reading provides information about how purpose,
expectations, value and relevance of the topics of reading change through time and events.
Fig. 10. On the left, a Reading Session is a Foreground Activity, performed through Foreground and Background processes (i.e.
Reading Process), while Reading, as a whole, extends beyond a Session as a Background Activity. Both Foreground and Background
Activities generate Outcomes. The inclusion of states of mind outside reading sessions specifically relates to the extension of reading
beyond sessions, as background activity. On the right, the states of mind related (premises and outcomes of reading) to the
background activities are encoded with the concept of Reading Frame.
In modelling reading, we consider Premises and Outcomes as the characterisation of the Reading Frame in which a
Reading Process take place. Premise and Outcome are specialisation of State of Mind causing a and being a result of the
Reading Process. Premise and Outcome are Temporal Entities as well, thus it is possible to express temporal relations
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between short-term and long-term Outcomes of reading, and the evolution of Premises between Sessions and Readings.
Furthermore, the Frame of a Reading Process can be specified and then studied at the level of a whole Reading (i.e. from
the begin to the end of a content) or at level of Session and through the temporal relations connecting reading experiences.
For example, the Outcome of Reader Ugo Foscolo’s reading of Dante changes depending on the Premise of his
reading, such as reading for pleasure in Italy or in order to write a review of Dante for a literary journal in Britain.
Considering author’s libraries, the graphic signs, such as underlining and marginal notes, left by authors can provide
information about an author’s reading goals, e.g. why they were studying a text (Premise, e.g. Aim and Activities), what
they were looking for and what was their evaluation of a given passage of a text (Outcome, e.g. Self-reflection).
5 Discussion
From a technical level, the extension of the READ-IT model enables the annotation of a new range of aspects related to
the dynamic of reading from the perspective of a single reader. The person-centred perspective we adopted is the result
of the examination of sources reporting direct experience of reading. The value of these sources is beyond the individual
but can be unlocked only by the systematic annotation of a vast number of sources, which is the purpose of the model of
reading and of the technological work-strand of READ-IT.
From a theoretical perspective, the phenomenological approach to the phenomenon of reading as human
experience does have limitations on the ability to address functional and societal aspects of reading. Indeed, reading has
a fundamental role in shaping society, as a pervasive technology (text) and set of skills required to use this technology
(writing and reading). The possession of these skills is nowadays considered almost an assumption of being part of
European society and is placed at the centre of education systems. However, this is a very recent social innovation, and
yet not universal (either in or outside Europe). In this frame, the ability to read, the level of skill, the competencies with
technical or theological text, the access to books and to the places where these abilities where cultivated and taught are
central topics for understanding the different meanings of reading during most of human history. The person-centred view
of reading is the result of the current ubiquitous presence of reading, which assumes that access to skills and text is not
an issue anymore for the vast majority of the population. In this new context of democratised reading, the focus is on the
aesthetics and ethics of contents and on the role of reading in the formation of personality and ideas, as we assume that
reading has indeed a role in the life of each and every person.
The question of the value and effects of applying this contemporary perspective of reading to historical sources is
not trivial and deserves further investigation. On the other hand, from a pragmatic perspective, the historical sources on
reading experiences are limited to the elite of society, the few people with both the skill and the access to contents. Thus,
limits of the relevance of this approach in understanding society evolution in history is not specifically related to the
person-centred approach, but on the availability of sources. Furthermore, the content and factors of reading experiences
in historical sources are not indeed different qualitatively from contemporary sources.
6 Conclusions
In this contribution we presented and discussed the technical solutions developed within the frame of the READ-IT project
aimed at enabling the study of changes to readers and to the medium of reading in historical sources. We grounded the
technical solutions on three real case studies addressing the study of three different sources: diaries, correspondence and
authors’ libraries. By considering the features related to change in these three types of sources, we introduced four
extensions to the READ-IT data model aimed to enable the representation of changes of the Reader and of the Medium:
1. The reader is considered as a description of a person, in a specific time and situation, which enables the study of
how the age, skills, religion, political positions, and all variable aspects of a person life can contribute to the
reading experience
2. The reader’s dispositions as a specific state of mind grounded in the abilities, skills, social groups, age and all
aspects of the reader which influence their approach to a content or a type of medium
3. Alteration of media as physical modification of the object granting access to the content, which provides
evidence of the use of a reading resource
4. The frame of a reading characterised by specific premises and outcomes of the activity, as a particular state of
mind specifically causing and caused by reading
The development of the model of reading we present is tightly related to the development of the READ-IT case
studies and requirements emerging from research activities. Furthermore, the model of reading in READ-IT is a first
attempt to address the construction of a general theory of reading, thus it is far from reaching a consensus in the different
academic communities interested in the study of reading. In this context, we recognise that the work presented is at an
intermediate (or early) stage of a long process of iterative improvement and slow convergence on a set of common
concepts. Nevertheless, we do believe that the effort of extending the scope of conceptual models to the core of the
research topics is a necessary step to address the interdisciplinary macroscopic scale questions which READ-IT targets.
Indeed, a common and yet imprecise theory can enable the collaborative construction of a common resource on reading
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envisaged by UK-RED, beyond the current limits set by the different theoretical framework of disciplines, language and
perspectives.
In relation to the value of the sources presented in defining a European cultural heritage, the work presented
contributes by providing the means to amplify the effort of individual research groups working on identifying and
documenting the historical and cultural phenomena shaping European identity from the analysis of sources. Indeed, the
concepts and relations of the model of reading will support the convergence of individual contributions in a common
discourse about reading in Europe, and therefore support and promote a holistic European perspective on cultural heritage.
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