New Books in Education

Planning Library Spaces: A Practical Guide for Library Building Projects (Bloomsbury, 2025)
is a book designed for librarians, trustees, local government
officials, architects, and interior designers who are designing or
planning to build, renovate, or reconfigure library spaces. Most
librarians embark upon a library building project with little experience
in space planning, architecture, or construction. Written by a
registered architect and professional librarian, this is a guidebook for
librarians embarking on a library building project. It includes a brief
history of library facilities, placing them in the context of public
buildings. An introduction to library planning principles and a
discussion of library design concepts and trends are presented,
including the impact of the 2020 pandemic on library design. Sections on
working with architects, building design/construction terminology and
the basics of reading architectural drawings provide insight into
unfamiliar jargon and visual communication. Extensive illustrations and
photographs show examples of library layouts and furniture and
equipment, and the final chapter addresses the challenges inherent in a
major building project. As library services change, buildings must adapt
to accommodate and provide these new innovations. Buildings are living
things, and this book will offer guidance to those embarking on a
project of any scale or size.

Guest: Lauren Stara is a registered architect and a
librarian, specializing in library building design. Her past library
experience includes everything from front desk clerk to director. As a
Library Building Specialist for the Massachusetts Board of Library
Commissioners, Lauren administers grant funds and provides technical
assistance and advice from initial planning through construction of
public library projects. She writes, consults, and speaks on library
design, service design, and future trends in libraries and is coauthor
of Responding to Rapid Change in Libraries: A User Experience Approach (2020).

Host: Dr. Michael LaMagna is the Information Literacy Program &
Library Services Coordinator and Professor of Library Services at
Delaware County Community College.
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What is a university for? Is it a sanctuary for disciplined study, or has it become something else entirely? In After the University: Higher Education and the Future of Intellectual Work (JHU Press, 2026), Chad Wellmon traces the long and often uneasy relationship between higher learning and the institutions that claim to protect it. Moving from the guilds of medieval Paris and the knowledge factories of Enlightenment-era Göttingen to the research empires of Berlin and Berkeley, Wellmon shows how the modern university has repeatedly reshaped itself to serve shifting social and political demands.

Across centuries, the goods of disciplined study—the joy of reading, the virtues of intellectual rigor, and the possibility of self-formation—have been overshadowed by the pursuit of external rewards such as money, prestige, and power. Part institutional history and part philosophical reflection, After the University examines how today's institutions defend themselves not in the name of learning but in the language of productivity, innovation, and economic utility. Drawing on his experiences as a scholar, teacher, administrator, and witness to crises such as white supremacist marches and the COVID-19 pandemic, Wellmon illustrates how universities justify themselves through the outputs of graduates, research discoveries, and workforce training while leaving unmentioned the very practices that once defined them.

Despite this transformation, Wellmon argues that the university's current state of turmoil exposes a new, enticing possibility: recognizing the practices of disciplined study as goods worth valuing in and of themselves rather than simply as means to other ends. With insight and urgency, After the University asks whether our institutions can still nurture intellectual desire—or whether we must find new homes for the life of the mind.

Soumyadeep Guha is a fourth-year PhD student in the History Department at Binghamton University, New York. He is interested in historical research focusing on themes such as Agrarian/Environmental History, History of Science and Tech, Global History, and their intersections.
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The Ethics of Argumentation (Routledge, 2025) offers a new approach to the theory of argumentation that conceptualizes argumentation as a fundamentally ethical activity whose norms are grounded in, and must be selected according to, moral reasons. Current normative approaches to argumentation do not treat ethics as an integral part of argumentation theory. This is at least in part due to a methodological commitment not to address internal states of the arguers, such as intentions and beliefs, which makes moral theorizing about argumentation difficult. This book presents three arguments for why ethics ought to be a central element in normative theorizing about argumentation. First, it shows that ethics is needed for providing normative argumentation theory with its foundation and for offering arguers reliable guidance for decision-making both about which norms ought to govern their arguing and how they should shape each argument they make. Second, it addresses some of the most persistent problems faced by currently dominant normative approaches to argumentation, most notably that they are only reliable under the assumption that unrealistic background conditions are fulfilled. Finally, it provides the groundwork for a systematic ethics of argumentation. It does so by showing how a function of argumentation can be justified via moral reasons and by providing the outlines for both an applied ethics of (meta-level) normative argument design and an applied role-ethics of object-level arguing. The Ethics of Argumentation (Routledge, 2025) is essential reading for researchers and graduate students in a wide range of disciplines-including philosophy, communication studies, linguistics, and rhetoric-who are interested in argumentation, critical thinking and social epistemology"

Katharina Stevens is a philosopher and argumentation theorist working at the University of Lethbridge in Alberta, Canada. She is one of the editors of the journal Informal Logic and one of the directors of the Critical Thinking and Citizen Engagement Lab at the University of Lethbridge.
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Bring the breadth of Jewish history and civilization into your classroom with ready-to-use teaching modules curated by experts.

The Posen Library is an educational resource grounded in primary sources and made broadly accessible through the creation and curation of engaging contextual material. Its goal is to highlight the varieties of Jewish culture and civilization across time and space for English-speaking audiences and to be the first stop for those, in university settings and beyond, who are interested in teaching about the significant breadth of Jewish experiences.

Originally conceived as a 10-volume print anthology, the Posen Library’s free digital platform makes the published content globally accessible. Content from print volumes is added to the site as the volumes are published by Yale University Press. Nine out of the ten volumes have been published to date.

The Jewish Studies Curriculum Initiative comprises teaching modules centered around core teaching topics. Each module consists of an overview and curricular material that can be used in four class meetings, focusing on 20–25 primary sources (texts, images, and other media) with interpretive content and supplementary resources for both students and instructors. Posen Library curricula offer flexibility and are designed to be easily integrated into coursework in a variety of ways—perfect for launching a new class or refreshing a syllabus to include new perspectives and voices.

Sarah Bunin Benor is Professor of Contemporary Jewish Studies and Linguistics at Hebrew Union College, Los Angeles.

Sasha Goldstein-Sabbah is assistant professor of Middle Eastern studies at the University of Groningen in the Netherlands and the Senior Scholar for Pedagogy at the Posen Library.

Geraldine Gudefin is a Visiting Scholar at the Centre for Asian Legal Studies at the National University of Singapore.

Mentioned in this episode:

Posen Library Teaching modules: here

Jewish Studies Curriculum Initiative Fellowship: here

Sarah Bunin Benor’s “Jewish Culture around the world” Module: here

Lila Corwin Berman’s “Who Is American? Citizenship, Law, and Jewish History in the United States” Module: here

Geraldine Gudefin’s “Jewish Emancipation, Citizenship, and Belonging” Module: here

Geoffrey Levin’s “Jews of the Middle East and North Africa: Empire, Colonialism, and Identity” Module: here

Karen E. H. Skinazi’s “Sephardic Journeys: Literature, Memory, and Jewish Culture” Module: here

Jewish Language Project: here

Jewish Cultures on the Map: here

Jewish English Lexicon: here

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Today’s guest, Matthew Ritger, is the author of Houses of Correction: Carceral Institutions and Humanist Culture in Early Modern England (U Pennsylvania Press, 2026). This book delves into the archival records of Bridewell, Europe’s first house of correction, which was overseen by the humanist reformer Richard Grafton. It makes the case that the Bridewell prison and workhouse were central to the history of humanism in ways that both challenge idealized notions of European humanism and illustrate its commitments to civic and Christian reform. The book explores Bridewell’s mission to discipline the poor and the “idle” through hard labor, vocational training, and basic education, while also exposing its coercive and exploitative practices, which included whippings, forced labor, and the infliction of fear.

Houses of Correction also explores how Bridewell contributed to a broader humanist culture of correction, which united textual methods with practical forms of knowledge, and which extended to rhetorical and textual forms, as well as literary productions. The book’s five chapters connect the history and influence of Bridewell to a range of literary texts, including Thomas More’s Utopia, Shakespeare’s Henry VIII, Measure for Measure, and The Tempest, and Milton’s Of Educationand Samson Agonistes.

Through its interrogation of the logic of carceral humanism, Houses of Correction demonstrates the crucial role that Bridewell played in cultivating a culture of correction that pervaded humanist education, textual practices, and literary representations.

Jane Hwang Degenhardt is Professor English at the University of Massachusetts Amherst. She is the author of Globalizing Fortune on the Early Modern Stage (Oxford UP, 2022) and Islamic Conversion and Christian Resistance on the Early Modern Stage (Edinburgh UP, 2012). She is also a co-editor of the academic journal English Literary Renaissance.
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