"Books of the Hour" and "Books of All Time": Booklists in the Evolving Library

By Naper, Sarah; Wiegand, Stephanie | Library Philosophy and Practice, July 2008 | Go to article overview

"Books of the Hour" and "Books of All Time": Booklists in the Evolving Library


Naper, Sarah, Wiegand, Stephanie, Library Philosophy and Practice


"For all books are divisible into two classes, the books of the hour, and the books of all time. Mark this distinction--it is not one of quality only. It is not merely the bad book that does not last, and the good one that does. It is a distinction of species. There are good books for the hour, and good ones for all time; bad books for the hour, and bad ones for all time." (Ruskin, 1891, p. 14-15)

Introduction

Gathered by expert or novice, by individual or organization, a booklist brings together titles for either reader or librarian. Booklists may vary in intent, but all serve one ultimate purpose: to influence what is read. There are two main ideas behind encouraging an individual to read specific books: 1) to shape a better individual for society; and, 2) to encourage the individual to read for pleasure or to fulfill some immediate need. The second reason involves books that are of value at that moment, or what Ruskin refers to as "books of the hour." It is quite for one list to embody both intents; however, most lean noticeably one way or the other. This bifurcation of intent is reflected in Ruskin's description of "books of the hour" and "books of all time." The continued coexistence of both types of booklists may cause confusion among readers and librarians. Such confusion is not trivial, since both readers and librarians continue to rely on booklists to determine what should and will be read, but it is possible for all types of booklists--and the books they encompass--to coexist and help both librarian and reading populations to select the next book.

Books in a Booklist: The Controversy

The choice of what to read is more challenging than ever, with increasing literacy and the proliferation of the book. For more than a century, booklists have offered assistance in this decision-making process. Indeed, a century ago we embarked on a love affair with booklists, an affair that continues to flourish. Booklists are a part of American reading and learning culture, and the digital age offers an environment where book lovers, educators, students, and librarians can easily share and access reading recommendations. Librarians are perhaps the most prolific creators of booklists, and these lists are now often found on the Internet. Go to a library website, and one is likely to find examples of each type of list--"should reads" and reads that fill an immediate need. The two types of lists reflect two strongly-held values of American libraries: fulfillment of America's educational promise and the freedom for each person to choose what they wish to read in their individual pursuit of happiness. Though libraries present themselves as advocates of the freedom to read and the freedom of choice of reading material, our history is somewhat spotty.

Booklists reflect a conflict in collection-building, and it is not a new one. Scholars attest to more than one crisis of faith regarding what should be contained in library collections (Augst, 2001; Stewart, 2006; Wiegand, 1999). In the United States, the early vision for many libraries giving a moral foundation to citizens. Books were for betterment, not for simple pleasure. The library collection was morally uplifting, provided cultural identification, and afforded a form of social control. In their donations to libraries, John Jacob Aster and Andrew Carnegie were motivated by moral ideals of self-improvement, believing that libraries are instruments of civilization and that by reading good books, society is improved (Edwards, 1869; Radford, 1984). In the 20th century, projects such as the Great Books seminars at Columbia, New York Public Library's Exploring the American Idea, and the American Library Association's American Heritage Program promoted education on the foundation of booklists of what responsible citizens should read.

Experts do not necessarily agree on what books belong in booklists. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • A full archive of books and articles related to this one
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

"Books of the Hour" and "Books of All Time": Booklists in the Evolving Library
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

    Already a member? Log in now.