Friday, December 12, 2008

John Bork's Module IV Assignment

Considering the Fate of the Book .. or, a Readie through The Book of the Book

The book is a technology that appears in various configurations. For example, Keith A. Smith reasons that “the 'print' comes together only in the viewer's mind. This is the manner in which any codex is read. Unlike the fan, blind and fold book, in the codex the total is seen after the fact” (69). His own experimental books include a design that unfolds in a snake-like fashion. Few will argue that the book can be divorced from the range of physical activities called reading, which are not merely motions of the eyes but involve the whole body (Rothenberg; McCaffery and bpNichol; Young). The danger is to reduce the psychological, psychosemantic, and physical characteristics of the page to a calculus of efficiency, what Johanna Drucker describes as the market oriented vision of editors “whose aesthetics are meant to guarantee the value of the product, not necessarily realize an original work “(379). Using the language of late capitalist consumption, Steve McCaffery and bpNichol proclaim that “plot is product within linguistic wrapping” and books, therefore, can be viewed as machines for delivering plot, just as cigarettes are considered drug delivery devices for nicotine. This suggests two directions narrative may take and with it the fate of the book: “one rooted in oral tradition and the typographic 'freezing' of speech; the other set in an awareness of the page as a visual, tactile unit with its own very separate potential” (20). While the codex form of the book has changed little in Western societies since the invention of letterpress printing apart from technical advances improving its function of delivering content, anthropological and ethnopoetic investigations have revealed a variety of ways the page has been experienced throughout the centuries. Jerome Rothenberg comments, “there is a primal book as there is a primal voice, and it is the task of our poetry and art to recover it - in our minds and in the world at large” (11). The Russian poet Velimir Khlebnikov sings of “The One, the Only Book”: “whose pages are enormous oceans/ flickering like the wings of a blue butterfly,/ and the silk thread marking the place/ where the reader rests his gaze; is all the great rivers in a dark-blue flood” (201). Karl Young describes the curious, iconographic book form of the Aztecs in Mexico prior to the Spanish conquest that “was not a set of symbols telling readers what to say, but a tool that allowed them to see what they heard” (30). Screenfold format books collected in the Codex Borgia and Codex Vienna were components in the Aztec cultural and religious practices, but not as mnemonic devices for retrieving encoded speech, but more like accompaniments to it. Henry Munn credits the “unique power of activating the configurative activity of human signification” of psilocybin use by the ancient Mexicans for creating this type of writing, noting the similarly to Freud's notion that dreams are structured like hieroglyphs (253). Nor was the written Chinese of the eighth century merely a representation of sound. Each character in this mixed system of pictograms, phonograms and ideograms had a history behind it, and that was the most important characteristic, Young writes, according to Arthur Cooper, “a mind trained to read interwoven pictograms, graphs of gestures, phonograms, and ideograms can be expected to feel a continuity between sight, sound, gesture, and intellection” (33).


Deliberate experiments of poets and book artists continue to explore the varieties of reading. F. T. Marinetti wrote a “Techinal Manifesto of Futurist Literature” in 1912 that focused on the lack of awareness of that the “various means of communication, transportation and information have a decisive influence on [people's] psyches” (178), a theme that would be taken up much later by Marshall McLuhan. Literary historians identify the Futurist, Cubist, Dadaist movements in Europe at the beginning of the twentieth century as highly influential to poets like Ezra pound, who saw, according to Michael Davidson, “the page could become more than an occasion for decorative printing but rather a generative element of meaning“ (71). The poetry of Gertrude Stein, such as her 1914 “Book” from Tender Buttons; objects, food, rooms, while often described as “stream of consciousness,” is better understood as an awareness of the page as such; in Jerome McGann's words, “the composition of the page is its explanation” (244). Her work is said to have transformed Robert Carlton Brown's approach to the page. His 'optical poems', such as “Eyes on the Half-Shell,” are designed, McGann argues, “immerse the reader in the print medium, much as the viewer is immersed in images at the cinema” (237), culminating in his “Readies” project that was a hypothetical machine delivering text in a mechanically controllable fashion forwards, backwards, at variable speeds. Like Charles Babbages' Analytical Engine, Brown's Readies, while not implemented until the age of electronic media - similar to Vannevar Bush's famous Memex idea - inspired new ways of presenting and organizing texts, such as Brown's own anthology Readies for Bob Brown's Machine. As the twentieth century progressed, many very creative works combining poetry and other arts emerged, including Concrete Poetry, which Davidson describes as “a more directly visual poetry that stressed the physical properties of letters and the technologies of printing” that “explores not only the iconic and spatial features of letters but also their capacity for semantic indeterminacy“ (75-76). A piece such as Bob Cobbing's Worm is a typographic collage of fuzzy, barely legible squiggles resembling worms composed by overstriking typewriter characters. William Everson has complained that the typewriter, while it empowered the poet to be his own typesetter, also led to chaos. “Everything goes the way of the eye and the contact with the ear is lost. But, poetry begins with the ear, the tongue and the ear. The eye is for the printer.” (52). But the connection to song is still present, remediated by these typographically inspired visual forms. Mac Low's hand-written “Vocabulary Gatha for Pete Rose” is a gridded composition that includes detailed instructions for performance by a singers or musicians.


Returning from the materiality of the page to the book as a whole, and the art of printing, critics often differentiate novelty books, book art, illustrated books and fine print editions, and finally artists' books. Martha L. Carothers surveys the history of “pages or pictures that fold out, revolve, slide, move, slat-dissolve, pop up, or are die-cut in special shapes” that characterize novelty books, pointing out their long history (319). An early example is Jacob Leupold's Theatrum Arithmetico Geometricum (Leipzig, 1727), which includes a volvelle (movable disc) for aiding the reader in making calculations. She also notes that children's books were originally novelty books that slowly became more acceptable as attitudes toward education shifted. Some novelty books include very complex mechanisms and effects, although the division of labor between writing, illustration, and book design by publishers yields an “assembly-line system of trade publishing runs counter to the creativity and unity of idea and form that occur when artists work together” (328). Johanna Drucker takes pains to differentiate what she calls artists' from fine print, deluxe editions, and the illustrated books created by famous artists, the livre d'artiste of Bonnard, Matisse, Ernst, etc. The defining characteristic of artists' books, for which Ed Ruscha's Twenty-six Gasoline Stations is often used as an exemplar of the form, is that “it is a book which integrates the formal means of its realization and production with its thematic or aesthetic issues” (376). She argues that this self-reflexive awareness that pervades the entire work is a unique innovation to the twentieth century, like Freudian psychoanalysis. Jerome McGann gives a detailed analysis of how Ezra Pound integrated narrative and the material form of the book in his Cantos project: “the voyage of Odysseus is a matter of linguistic translation and book production” (231). The quintessential artist's book of the recent times is Tom Phillips' Humument, a curious work that overlays the text of W. H. Mallock's A Human Document with solid colors and artwork to reveal a new text in the words remaining visible, a process he describes as “a book exhumed from, rather than born out of, another .. [with] deliberate parallels with the Hypnerotomachia Polophili, the most beautiful of printed books, published in Venice in 1499” (425-426). A curious example of book art that was designed, according to John Cayley, to “subvert all lexical meaning” while otherwise embodying all the other trademarks of the book's cultural authority in its manufacture and presentation is Xu Bing's Tianshu. He author carved a set of thousands of characters that appear to be Chinese, but really are meaningless, and then carefully printed and bound many volumes of feigned compositions. Cayley claims that Xu Bing “intended to expose the meaninglessness, the bankruptcy and boredom of traditional Chinese culture,” although to “when displayed in the West, his work reads as an exhibition of the traditional Chinese book” (500). Considering the fate of the book, we have traversed a space from the intense desire of Futurists like Marinetti approach “the sonorous but abstract expression of an emotion or a pure thought” (185) to the complete evacuation of meaning in the symbols, as in Tianshu, to demonstrate “how the extralexical serves to create undeniable and absorbing meanings” (501).


Note: all citation page references refer to Rothenberg, Jerome and Clay, Steven. 2000. A Book of the Book: Some Works and Projections about the Book and Writing. New York City: Granary Books.


An Experimental Book: “Huge Books that are Underwater Read by Divers”

It is a giant underwater ribbon of recycled garbage arranged to be read by divers over many years using flashlights that project three dimensionally on the surrounding particles suspended in the water (BS&W is the technical term from petroleum engineering, not sure what the oceanographic term is even though I had an oceanography course in college). You can read what is woven and otherwise inscribed onto the fabric of the huge text itself, or view the image shimmering around you.

  • This book is like a Moebius strip or a continuous sheet like the old cloth towels wound like typewriter ribbon you used to find in restrooms to dry your hands. Floating, suspended in the water both sides are legible. Out of habit I divided it into a sequence of pages, like large computer display screens or an infinite Escher-like Turing Machine tape. Consider the clustering concept that Michael Heim describes in Electric Language: a four foot by five foot paper sheet that is beyond the scale of any imaginable computer display in the 1980s - the 'pages' of this book are larger still. That is why one of the divers exclaims, It's going to take me 10 years to read this!

  • Reading tied to swimming underwater instead of playing dead on dry land. At first it seems very unnatural, but once staying still to read seemed odd, too. Marcel O'Gorman plays on this idea with his Dreadmill.

  • Blocks out sound and other visual distractions. The aural effect of submersion reflects on Walter Ong's distinction between the all-aboutness of sound for speaking versus the singular locus of vision for reading.

  • Just as the Kindle is being promoted as a 'green' environmentally sound reading device, this huge underwater ribbon will be woven from garbage floating in the oceans today, by robots or specially trained sea creatures. Over many decades as the books are slowly 'written', trash will turn into treasure. It is the reversal of the destruction of nature by the side effects of literacy, if you are like Ong and credit the rise of modern science and industry to literacy and print.

Adam Fields' Module 4 Assignment

Hi everybody:

The work is scattered about the internet, but here are links to my essay for module 4, as well as to the photos and a short video of my experimental book:




I think it speaks for itself, but I wanted the book to capture the idea of diachronic versus synchronic analysis; the narrative part of the book (which can be expanded indefinitely) points to the chronology of the events, but at any point within the "story" you can reference "synchronic" data from the other sections of the book, via the map on the right and the 'encyclopedia' on the left, which are both expandable as well.  Additionally, the form breaks down the idea of traditional codex, and as I was "building" it I began to think of it as a non-digital PDA (it's a map, a wiki, and a blog, and each "opens" in its own window).

This assignment (and the class as a whole) has been a lot of fun.  Enjoy your break, and good luck on all your dissertations!

-Adam

John Lamothe's Mod 4

Here is the link to my Response and book experiment. Enjoy. Happy Holidays everyone. See you in the spring.

Stacey's Assignment 4

Hi Everyone:

Sorry I missed you last night. Hope all went well. Follow the link below to view my assignment 4 and experimental book description.

http://tandtwork.wordpress.com/2008/12/11/assignment-4-a-book-of-the-book/

Have a happy and restful break! See you next semester! :)

Stacey

Sonia's post

My paper and artifact photos are here: http://physics.ucf.edu/~yfernandez/shs/

Have a great break & see you next semester!

Thursday, December 11, 2008

Meghan's Module Four

What a great semester it has been. I hope you all have a restful break before we're back at it in the spring!

Here is my Module 4 Assignment.

Enjoy!

--Meghan

Wednesday, December 3, 2008

Here is a book review of A Book of the Book.
http://www.samizdateditions.com/issue7/review-bookofbook.html

Friday, November 21, 2008

In our last section, we turn to the Rothenberg and Clay anthology and read selections from among the articles. Part of the research here is to think about the history of writing and textual systems including books, reading, and writing. Another seemingly mundane aspect is to build-up a contextual interpretive web of associations for future reference. This contextual grid consists of scholars names, artworks, details, and other information. Although the official module asks that you insert some of this information into the time-line, I think it is adequate to simply insert it in your concept of the diachronic changes to the history of texts and writing. With the building of a foundation, we might also read this book about books to think about seemingly unrelated studies of the history of graphic design, tech comm, or new media studies. Those general research goals will benefit from a engagement with specific ideas and book-experiments described in the anthology, but that engagement with the most specific will ultimately lead back to a deeper appreciation of the general concepts of reading, technology, composition, communication, etc. Now those familiar terms appear strange or de-familiar viewed through the experiments described in this anthology. It might also change our thinking about books. Besides a short essay on this anthology, the module asks for a description [or for those that like to build stuff -- and there are more than a few in T&T] or an actual object -- either digitally in the computer or as a 3D book -- that you photograph. This example would demonstrate the lessons learned in this history course. A summary of texts and technology in history in the form -- not the content -- of a book. What would that look like?

Please feel free to add comments.

Friday, November 14, 2008

Reading Reading Over Your Shoulders

In her opening questions, Maggie Cotto, gets at what's at stake in Hayles' study of electronic literature as well as the key historically significant issues confronting our culture and our academic discipline. Cotto asks, "How does electronic literature differ from print literature? How do we read it? How do we write it? How do we criticize it? How do we preserve it? How does it affect culture and society?"
She goes on to answer these questions and to delineate the types of fiction -- something usually missing from those that would dismiss all electronic texts with one broad stroke. Cotto draws the following distinctions using Hayles's categories: hypertext fiction (mainly blocks of text with few graphics), network fiction (a hybrid of narrative, sound, graphics, video, etc.), interactive fiction (with stronger game elements), locative narratives (the reader uses GPS to track plot elements in the real-world), site-specific installations (interaction in a stationary locale such as CAVE[12]), generative art (using algorithms to generate or rearrange texts), and flash poetry (whereby sequential screens progress like a slideshow).

The importance for historians is that this type of text requires a new disciplinary formation. This discipline will combine the usual tasks of "designers, graphic artists, programmers, and other workers within the knowledge industry – and the traditional humanities” (Alan Liu 37). Cotto notes that "art, music, literature, math, science, history, politics and popular culture all intersect," and that is why texts and technology is both such a demanding doctoral program and the necessary combination to appreciate our transitional moment.

Computer science began as a hybrid discipline. This new emergent discipline, T&T, adds a cultural and historical feedback loop. Cotto notes that "humans are not the sole agents of machines, and machines do not practice complete control over humanity. Instead, the evolutions of both rely on one another." Cotto goes on to close readings that connect these (and other) major themes into the e-literature works.

Stacey DiLiberto argues persuasively that "In the past 50 years, we have seen a radical and rapid development of media and technology. This advancement has changed the way we think and view the world, as well as the way we read the world. Electronic literature is the perfect example of just how much literacy has and continues to change; how it is breaking down traditional literary boundaries and creating new ones."

DiLiberto notes that "when literature moves from one medium to another (from print to electronic in this case), the knowledge is, for Hayles, “carried forward into the new medium typically by trying the replicate the earlier medium’s effects within the new medium’s specificities” (58). Mencia’s work, Birds Singing Other Bird Songs, is the perfect example of this phenomenon. The text is a demonstration of how sounds can be transcribed into words and then translated into human sounds. It is a double translation across media. In this instance visual images, sound, and images of sounds (words/syllables) are used to create the text. When considering Hayles’ description of changes across media, it is important to remember that while the text might resemble the previous medium at first, its characteristics evolve and develop gaining effects that couldn’t be achieved in the old medium (digital texts can do what the printed page cannot) (59).

There is a historical shift, it has specific characteristics involving translation, and e-lit demonstrates a cultural and historical change. One aspect of that change is literacy. DiLiberto writes, "Hayles concludes that “illegibility is not simply a lack of meaning, then, but a signifier of distributed cognitive processes that construct reading as an active production of a cybernetic circuit and not merely an internal activity of the human mind” (51). Here, the definition of literacy (reading) has changed and is not based solely on human cognition, but the complexities of the electronic and cyber system." She continues later by explaining, thar "not only does language move from one rendition to another, but from one medium to another (print to electronic). At another moment in Translation, the text reads, “grĂ¢ce a le rapport entre les langues…tous les langages sont traduisibles les uns dans les autres” [thanks to the relationship between languages…all languages are translatable one into another] (trans. mine). This is a poignant statement for me since it suggests that all texts are translatable and understandable. Benjamin would even suggest that “everything in the world has signifying powers” (Hayles 148)."

John Lamothe wonders about the possibility of writing the history of the future, and gives an extended complaint about the insufficiencies of e-lit mostly depending on Ong. He concludes that section by arguing, "I have a difficult time accepting them as [literature], at least not in any way reminiscent of what is commonly considered literature. Clearly, we’re at a transitional period, and experimentation is necessary in order to define the boundaries and characteristics of the new form. But electronic literature is a long way from reaching its peak (or even its foothills). Until electronic literature is able to be defined by other ways than subtraction from print text, it’ll remain a marginalized medium and its full capabilities won’t be realized."

Bravely, in spite of his skepticism, Lamothe soldiers on to look at how -- the imperfect e-lit -- functions in terms of Kittler and Hayles. Lamothe describes much of the historical shift in his unpacking of the portmanteau word intermacy. "As a conflation of internet and intimacy, “intertimacy” expresses the seemingly oxymoronic state of having intimate connections through a machine. The suffix interworks on two very evocative levels: 1) it represents such unifying ideas as mutuality and reciprocallity. Here the suffix works to demonstrate the cohesion of personal Man and impersonal Machine. But, as Kittler would point out, it is impossible for Man to form these intertimacy attachments without mechanical means; therefore, our personal relationships are dominated and informed by our current media situation. 2) inter as a verb instead of a suffix is the process of placing the dead body into a grave or tomb. Taken in this regard, our intimate relationships are formed through the burying (leaving behind) of the body. At the same time, it’s a body that’s deceased, and viewed from a Kittlearian vantage point, this makes sense since the body is only an organic vessel that houses media forces; existentially speaking, we are formed and informed by media and thus have lost any self interior to our body."

Lamothe is best when he does close readings. Here he explains one example of e-lit. "Reading the text one letter at a time destroys traditional expectations that meaning
resides within words and sentences, not individual letters. And yet, one letter at a time is
exactly how we all write, whether it’s printed, manually typed, or electronically typed.
Stefan’s choice of a text that is at the very least vaguely familiar to pretty much everyone
(who doesn’t at least recognize “A long time ago in a galaxy far far away…”) problematizes the reading because it transforms what could be discarded as random letters/words without meaning into something that is culturally significant. At the same time, his use of the original manuscript, which few have actually read and are familiar with, instead of the more well‐known text from the movie sans perfunctory formatting forces the viewer to actually attempt a reading/interpretation of the presentation instead of simply relying on memory. The resultant disjuncture forces us to consider the encoding/decoding process in technology; the basic units of ones and zeros that underscore and control everything we do on a computer. Moreover, Hayles’s claims about a recursive loop were evident to me during my personal viewing experience of Stefan’s work. After the initial struggle for interpretation that the format forced upon me, I eventually settled into the text and start observing it in a different way." Here he is correctly noting a lapse in Hayles' close reading: "To me, the seemingly random “honks,” “bangs,” and “clangs” used in the soundtrack were aural representations of the computational “ones and zeros”—base units of sounds that can be combined together to form signified auditory works. Just as Cayley believes that underlying “higher‐level relationships” in all language are “lower‐level similarities that work not on the level of words, phrases, sentences but individual phonemes and morphemes,” the car horns, door slams, and miscellaneous other “noise” played in union with the notes from French horns, bass drums, and other musical instruments underscores the “phoneme and morpheme” equivalents in the musical world (146). The car horns are to the soundtrack what the ones and zeroes are to electronic texts and, if we’re to follow Cayley’s logic to its modern end, to the “heart of human inscription. If engagement with electronic literature is in fact a recursive loop that effects both the user and the used, then it’s crucial that we include computational practices in our analysis of modern social and cultural discourses. As technology becomes more and more a part of our society, and according to Hayles, our very way of thinking, then to leave out the code which technology is based off of would be tantamount to ignoring the language that a literary work is written in. Certainly, we can gain knowledge without that tool, but by including it we open up large worlds of signification possible from the text."

Meghan Griffin eloquently summarizes Hayles' take on the historical change underway -- where -- like it or not -- we are all post(e)-human. "When N. Katherine Hayles discusses computational practice, she points toward a reflexive, multidimensional relationship between the human and computer that conjures images of her posthuman. Computing is no longer simply punching on a keypad, but rather becomes “a powerful way to reveal to us the implications of our contemporary situation, creating revelations that both work within and beneath conscious thought” (Hayles 157). Particularly in the medium of electronic literature, computational practice “is revalued into a performance” drawing on “the full complexity our human natures require, including the
of the conscious mind, the embodied response that joins cognition and emotion, and the technological nonconscious that operates through sedimented routines of habitual actions, gestures, and postures” (Hayles 157)."

Further on, Griffin notes another part of the shift. "Cayley’s emphasis on the algorithm as opposed to literal reading represents a fundamental shift in computational practice as it relates to reading. Now non-linear and no longer reliant on a full working vocabulary, language is thought to be intuited rather than read letter-for-letter. "Cayley's transliteral morphs… reflect their phonemic and morphemic relations to one another," which privileges the relational aspect of language over that of precision and clearly defined meaning (Hayles 146).In the same way that print culture gave rise to expanding vocabularies and precise meaning through the creation of new words, electronic media appears to again rely on context, which includes the speed of the algorithm and the relation of phonemes and morphemes across language to convey meaning (Ong)."

To the frustrations and complaints voiced by most of the class, Griffin cites Hayles and writes, "Hayles explains, however, that the frustrations users experience while interacting with electronic literature serve an important purpose in relating technology with our everyday lives. She writes, "404 errors … are not simply irritations but rather flashes of revelation, … minute abysses puncturing … the illusion that the human life-world remains unchanged by its integration with intelligent machines" (Hayles 136-7)." You might not buy it, but somewhere you apprehend the fact that shift has occurred and it might not be a return to a Garden of Eden. That said, we can't simply pretend that the history of reading, literacy, identity, and culture has not changed. Texts and Technology as a discipline responds to the change with applications, syntheses, and analysis. Our program could just as easily be called Posthuman Studies as you will be called on to apprehend and respond to the changes upon us.

Griffin notes that " Central to the concept of the posthuman is the notion that consciousness no longer resides within the boundaries of human flesh. And once the body expands to include technological apparatuses, it becomes difficult to locate personal identity within a consciousness that has no clear bounds. The idea of a downloadable consciousness inevitably arises in discussions of the posthuman, and is exemplified in Memmott’s Lexia to Perplexia where the machine speaks to the reader/player, as if another consciousness calls out from behind the screen."

Sonia Stephens, like many of the students involved in this course, has some very perceptive close readings, but I want to pick-up on the general theories as they involve these large historical questions. Stephens writes, " A question that has been asked as the dynamics of the relationship between humans and computers have grown more complex is: in this relationship, which is the dominant partner, human or machine? The answer will affect the context in which we describe the relationship; whether a humanistic study of digital technology, or a media-oriented study of the body. While Friedrich Kittler holds the latter view, N. Katherine Hayles advocates a third view, one focusing on “the dynamics entwining body and machine together” (EL, 88). In the historical context, Hayles sees in today’s human-computer interactions a new, closely interpenetrated relationship between human and machine, while Kittler sees a more radical subordination of the human to the omnipresent technological media. Kittler argues that even text alone acts upon the body, as when the reader subvocalizes as he or she is reading the text. This process changes the text into an internally-“heard” orality. Electronic media complete the process of externalizing the senses: “machines take over functions of the central nervous system” and now “understanding and interpretation are helpless before an unconscious writing that … makes the subject what it is” (Kittler in EL, 90). In other words, it is impossible to understand the environment created by electronic media because “whatever conclusions can be drawn from it are already predetermined by prevailing media conditions” (EL, 91). Our senses can no longer encompass the media because the media in fact are our senses."

Stephens concludes one part of her paper by noting that " For Hayles, electronic literature lets us examine our assumptions about text, embodiment, and computation alike. As electronic literature “join[s] technical practice with artistic creation, computation is revalued into a performance that addresses us with the full complexity that ourhuman natures require” (157). The act of computation is no longer merely the fulfillment of technical code, but has become the space in which the author’s desires, computer’s routines, and reader’s perceptions combine in dynamic interactions."

Adam Fields, like most of the class members, particularly liked Mencia's work. His comments about that work really capture its importance to our historical over-view. If it is difficult to revel in the initial impressions generated by Twelve Blue and The Jew’s
Daughter, the task is much easier when approaching Maria Mencia’s Birds Singing Other Birds' Songs. Unlike Joyce and Morrissey’s works, which resemble their print predecessors a good deal in form if not function, Birds Singing Other Birds’ Songs turns its attention to the radical reconfigurations of literature made possible by technological advancement. From the sounds of thirteen species of birds, Mencia created morphemes of their “speech” and then animated the resulting graphemes, which appear on screen accompanied by a human recording of the corresponding morpheme. The result is rather spectacular: mediated by the computer code, the reader experiences the interaction between human and nonhuman, and between speech, sound, and sight. What I found most interesting about the work is the fact that although the computer performs nearly all of the work of interpretation – in terms of computing the translations for thereader to absorb – it is essentially invisible in the process, an idea that reaffirms Mark B. N. Hansen’s argument that technology is subordinated by the body (Hayles 110). This is not to say, however, that all electronic literature must privilege either the body or the machine in the course of intermediation, merely that it is possible to argue that certain works do so.

Again, like many of you, Fields appreciates the importance of describing in detail the process of reading. Here he is on Memmott's work: "I began reading Lexia to Perplexia slowly, cautious of Hayles’ warning that the work was
‘notoriously nervous,’ and that even a small movement of the mouse could send the window into a frenzy. I tried to take in everything before looking for the next link, noting both the clever neologisms and the numerous subtle allusions to computer code (.tmp, .exe, and the computational usage of punctuation). I particularly enjoyed Memmott’s networking analogy for the interaction, or “realtionship” between the individual, which she casts as the I.terminus, and society, the X.terminus – signifying “internal” and “external” respectively.
As the hyperlinked image of the eye was replaced by what seemed to be a hieroglyphic representation of man – now clearly identified as “the User”- Memmott continued to depict situations of “the user” being “processed” (an idea that ties in with Hayles’ comment on the lack of reader/user control when reading Lexia to Perplexia)."

John Bork, after expressing his skepticism about writing books about e-media-reading, jumps in and summarizes an important aspect of Hayles work: "In the second chapter of Electronic Literature, Hayles develops the concept of intermediation as a way to examine electronic texts without binding them to the traditional modes of interpretation that have been used for critical study of print literature. The mark of digital born works is the non-trivial role played by nonhuman, technological components in not only the preparation of the work, but its dynamic rendering to readers, viewers, listeners - many prefer the term 'interactors', since many senses may be elicited at once in activities that go beyond passive consumption - and how it abides and potentially mutates within information systems. Departing from the traditional model in which “it's all in the head of the reader,” meaning develops through the interaction of human and machine in ways that are often emergent, associative, layered, and adaptive through various levels iteratively feeding back into each other."

As scholars, we will need to adjust our approaches to texts. This is huge. It does not mean that what you do is vague or undefined, but that you will have to account for intermediation and emergent, associative, layered, and contingent feedback loops. That is the historical shift that we have set out to discover, and that is the foundation of all of your work from now on. You might have to educate or at least reinforce these messages as I, for one, might forget ... and certainly my colleagues began where you began ... dismissive, print-centric, eye-rolling at terms like intermediation, and unaware of emergent knowledge, associative and atmospheric meanings, and a shift away from traditional notions of interpretation.

Bork goes on to compare e-lit or EL to video games: New modes of analysis and criticism have arisen along with the new forms. For example, it is worthwhile to examine the similarities and differences between EL and computer games; in both, the user is required to invest substantial effort to engage in the computational mechanisms, but for different purposes: “[p]araphrasing Markku Eskelinen's elegant formulation, we may say that with games the user interprets in order to configure, wheres in works whose primary interest is narrative, the user configures in order to interpret” (8).

When Bork warms up, he starts moving on to a whole new plane: "For example, the region spanning the Cartesian grid beginning at the left-hand point 3 on the x-axis and 2 on the y-axis to 42 on the x-axis and 227 on the y-axis links to sl1.html. The region beginning at point 43 on the x-axis and 2 on the y-axis to 85 on the x-axis and 227 on the y-axis (coords="43,3,85,227") links to sl2.html, and so on. This means that while a horizontal sequence is established, the threads themselves are indistinct." There are other wonderful instances of this sort of emergent code writing -- a poetry of the coder?

Bork, as many of you, notes some important historical facts that are relevant to our studies -- like this one: "Kittler saw a great technological advance in Heinrich Stephanie's phonetic method of reading, which occurred around 1800 - something most readers of the 2000s do not realize, that there had ever been different ways of reading - “erasing the materiality of the grapheme and substituting instead a subvocalized voice” (89)."

Bork's table is useful and probably something like that should be expanded and linked to the examples on a blog or website.

I invite you to read these research papers -- all available here.











Wednesday, November 12, 2008

Module/Assignment 4

Texts and Technology in History
ENC 6801-W61
Dr. Saper, Professor


Module 1: What Happens to the Book?
Included in this module: Goals; Assignment; Due Dates; Links to Web-site; Assessments; and Grading Rubric. Read this entire module before starting the assignment or asking any questions about the assignment.
Goals:
Students learn about the history of books in relation to technological change. They learn about not what will replace the book, but how the book, as a form, has a rich potential. Finally, they speculate on how this alternative book tradition might impact the production of scholarship, dissertations, technical communications, and more.
These goals correspond to the overall goals of the course: to learn about the history of texts and technology.
Assignment:
Students will learn about the major historical modes of communication and cultural memory:
1. Read the anthology edited by Rothenberg and Clay. The following pages: 7-50; 54-80; 103; 178-186; 201-203; 217-222; 228-249; 251-257; 319-334; 375-389; 423-431; 497-519.
2. Take notes [self-consciously thinking about note taking in terms of the experiments described in the anthology].
3. Make lists of names, artworks, details, and other information. Create an addendum to your existing time-line. Insert examples drawn from the anthology on the book form.
4. Speculate on how these experiments might impact scholarship or technical communications. Think about the requirements for a dissertation. Think of advantages to these experimental forms [even for technical manuals]. Describe a few of the experiments that you liked for whatever reasons. Think about issues like reading, machines, composition, etc. – discussed in the anthology – and describe how these books de-familiarize our thinking about these terms. Describe how these aspects of books might also change our thinking about books.
5. Look at your notes, find patterns, and add your own speculations and thoughts.
6. Write a 1250 word essay that summarizes arguments. Please include at least one detail, argument, or book discussed from each chapter assigned from the anthology.
7. Finally, either describe or actually build [digitally in the computer or built material that you photograph] an example of an experimental book of your own – that expresses the lessons learned in this texts in history course.
Due Dates:
Post your essay by Thursday, December 4, 2008. This will give you an opportunity to ask questions about the assignment and make revisions. No late projects accepted, no exceptions.

Where: Post the finished assignment to the blog, but post a draft to a discussion on the course site. Since everyone gets credit for helping (and you can help more than one of your peers each assignment) you will find someone to give you suggestions for improvement. If you cannot offer any suggestions, then you might want to consider an alternative to academia.
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Assessments:
Content: Do the materials include the following:
A. full name of author and helper(s)
C. at least 1 definition, argument, or story from each chapter assigned from the Rothenberg & Clay anthology (please do not plagiarize).
D. use Rothenberg & Clay anthology to design your own alternative book.
Form: Did the student include the following technical aspects?
A. correct grammar, style, and typographical care
B. student’s name
C. a good faith attempt at designing [or actually building] an alternative book-form that relates in some way to this course.
Grader will study the materials (including the design).
1. Does this material present a clear representation of the student's thinking about each of the chapters assigned in Rothenberg and Clay?
2. Did the student have interesting insights about these books, examples, and chapter arguments?
3. Were the insights illuminated in the essay, addendum to the time-line, and the description/building of the alternative book?
4. Are the materials interesting, unique, expressive, and informative?

Grading Rubric:
Passing Grade (in the D range): fulfilled number one in the assessment.
Adequate Grade (in the C range): fulfilled one and two in the assessment.
Good Grade (in the B range): fulfilled numbers one through three in the assessment.
Excellent Grade (in the A range): fulfilled all of the four criteria in the assessment.