Children’s Books and Childhood Reading in Eighteenth‑ and Nineteenth‑Century Denmark
Bibliographic record
Abstract
This article sets out to demonstrate the potential of memoirs and autobiographies as sources to study children’s use of books and other media in Denmark between around 1750 and 1850. Research on historical children’s reading cultures in the Nordic countries has been limited, and knowledge of children’s own experiences of reading, including how, when, where, what and with whom they read, is scarce. Despite the fact that most autobiographical writings were put on paper late in the authors’ lives, and even though most were composed by privileged or exceptional individuals, these sources can open up aspects of children’s book and media history which are otherwise largely inaccessible. Inspired by media scholars Hepp and Hasebrink’s concepts of media repertoires and media ensembles, we point to the importance of studying individual children’s selections of media (“repertoires”) in relation to those available in specific social contexts (“ensembles”). The article looks at six memoirs, representing boys and girls, urban and rural settings, and rich and poor families. We consider how these ego‑documents may tell unexpected stories about children’s media repertoires in practice and about the social life of children’s books and reading.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".