Introduction
Raf Van Rooy and Maxime Maleux, on behalf of the editors
1. Education in early modern Latin Europe: A scene from Leuven
2. Structure of the research companion
3. Why Leuven?
Acknowledgments
Notes
References

Part I—The Basics of Student Notes Research

Chapter 1—The Making of Student Notes
Ann M. Blair
1. The survival of student notes
2. The forms of student notes
3. Methods of note-taking in the classroom
4. What can and cannot be learned from student notes
Notes
Suggestions for further reading
References

Chapter 2—Getting a First Grasp of Student Notes
Raf Van Rooy and Xander Feys
1. Introduction
2. Referentiality, fragmentariness, and provenance
3. Paleography
4. Drawing up a typology for student notes
4.1. Form
4.2. Structure
4.3. Contents
5. Conclusion
6. Exercise
Notes
References
Transcription and model solution

Chapter 3—The Materiality of the Student Notebook
Jarrik Van Der Biest
1. Introduction
2. From paper mill to preservation
3. Analysis
3.1. Quire structure
3.2. Distribution of watermarks
3.3. Dates
3.4. Textual divisions, codicological blocks
Notes
Thematic bibliography

Chapter 4—Book History: The Basics with Two Case Studies
Natasha Constantinidou, Dieter Cammaerts, and Violet Soen
1. Introduction
2. An increasingly interdisciplinary field
3. Production and distribution of printed books
4. From production to consumption: An inquiry into material objects
5. Analyzing printed text editions: Aspects of book history in practice
6. Conclusions
Notes
Thematic bibliography

Chapter 5—How to Make Student Notes Accessible
Raf Van Rooy
1. Introduction
2. Choose wisely from the start
2.1. Diplomatic and semi-diplomatic transcription
2.2. XML
2.3. The act of transcribing: Benefits and tools
2.4. Good practices
3. Conclusion
Notes
References

Student Notes Toolkit

Part II—The Potential of Student Notes Research

Chapter 6—History of Education
Daniel Gehrt and Michael Stolberg
1. Introduction
2. The diversity and flexibility of basic academic education
3. Training for professional practice: Medical students’ notebooks
4. Conclusion
Notes
References

Chapter 7—Intellectual History
Lorenz Demey, Marc Laureys, Maxime Maleux, and Andy Peetermans
1. Introduction
2. Revolutionary rhetoric versus didactic continuity: Juvenal in Bologna
3. Official policies versus didactic non-conformism: The university of Leuven and the Wegestreit
4. Textbook canonicity versus didactic creativity
4.1. Aristotelian diagrams beyond the square of opposition
4.2. Hebrew in Leuven and Paris
5. Conclusion
Notes
References

Chapter 8—Book History
Xander Feys and Raf Van Rooy
1. Introduction
2. Book circulation
3. Interleaving for intermezzi
4. Student practices in handling books and their flaws
5. Pedagogic pragmatism
6. Conclusion
Notes
References

Chapter 9—Visual History
Alicja Bielak and Gwendoline de Mûelenaere
1. Introduction
2. Visual elements in notebooks
2.1. Heterogeneous visual languages
2.2. Diagrams
2.3. The materiality of the image
3. Classification of images in student notebooks
3.1. Traditional university iconography
3.2. Scientific drawings and engravings
3.3. Symbolic language
4. Emblems as didactic and mnemonic devices
4.1. Scientific emblemata
4.2. Recuperation of emblematic devices
4.3. Emblems as memory aids
5. Conclusion
Notes
References

Chapter 10—History of Orality
Tomás Antonio Valle and Raf Van Rooy
1. Introduction
2. Conversational culture at Wittenberg university c. 1550
3. The oral/aural challenges of teaching and learning
4. Conclusion
Notes
References
Further reading

Chapter 11—Socio-Cultural History
Maximilian Schuh, Xander Feys, and Raf Van Rooy
1. Introduction
2. Case study 1: The arts faculties at Uppsala and Ingolstadt
2.1. Uppsala
2.2. Ingolstadt
3. Case study 2: Triangular teaching in Milan in about 1465
4. Case study 3: Aeneid 12 and the Turkish threat
5. Conclusion
Notes
References
Multilingual Glossary