The Internet is transforming the experience of reading and learning-through-reading. Is this transformation effecting a radical change in reading processes as readers synthesize understandings from fragments across multiple texts? Or, conversely, is the Internet merely a new place to use the same reading skills and processes developed through experience with traditional print-based media? Are the changes in reading processes a matter of degree, or are they fundamentally new? And if so, how must reading theory, research, and instruction adjust?

This volume brings together distinguished experts from the fields of reading research, teacher education, educational psychology, cognitive science, rhetoric and composition, digital humanities, and educational technology to address these questions. Its unique structure features short essays, each drawing from its author's realm of expertise and projecting beyond to larger implications for reading research and education. These essays are followed by dialogue between the chapter author and respondents with contrasting viewpoints. The result is a lively exchange where authors are challenged to articulate their perspectives on a fundamental question for 21st century readers and researchers.

The Internet is transforming the experience of reading and learning-through-reading. Is this transformation effecting a radical change in reading processes as readers synthesize understandings from fragments across multiple texts? Or, conversely, is the Internet merely a new place to use the same reading skills and processes developed through experience with traditional print-based media? Are the changes in reading processes a matter of degree, or are they fundamentally new? And if so, how must reading theory, research, and instruction adjust?

This volume brings together distinguished experts from the fields of reading research, teacher education, educational psychology, cognitive science, rhetoric and composition, digital humanities, and educational technology to address these questions. Its unique structure features short essays, each drawing from its author's realm of expertise and projecting beyond to larger implications for reading research and education. These essays are followed by dialogue between the chapter author and respondents with contrasting viewpoints. The result is a lively exchange where authors are challenged to articulate their perspectives on a fundamental question for 21st century readers and researchers.

In January of 1469, the accounts of Duke Charles the Bold of Burgundy record a payment to the scribe Nicolas Spierinc for having written "some prayers for my lord." Seven months later, the same account notes a payment to the illuminator Lievin van Lathem for twenty-five miniatures plus borders and decorated initials in the same manuscript. In this seminal study, the late Antoine de Schryver presents an argument that the documents refer to the exquisite prayer book of Charles the Bold now in the J. Paul Getty Museum (Ms. 37)--one of Charles's most splendid commissions, belonging to the greatest era of Netherlandish Burgundian book painting.
De Schryver's in-depth research opens a window onto the careers of the Van Lathem, who served three rulers of the Burgundian Netherlands over forty years, and Nicolas Spierinc, the most inventive and brilliant scribe of Charles's court. This volume reproduces all of the book's miniatures and some of its elegant calligraphic pages.