Violence of Text

This is a collaborative project undertaken with honours students in Media and Communication Design. A research symposium (“I Link Therefore I Am”) was held in 2002, the students were given the brief to document the symposium and to create a publication that worked from the premise of academic ‘writing’ being invented then, so what would an academic network native thing look like? Violence of Text is what they created, it is impressive.

Original Citation:
Miles, Adrian, Dion Tuckwell, Erica Watson, Amelia Chappelow, James Taylor,Shaw Cunningham, Reuben Stanton (eds.). “The Violence of Text.” Kairos 8.1 (2003): http://english.ttu.edu/kairos/8.1/binder2.html?coverweb/vot/index.html

The Violence of Text

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Singin’ In the Rain: A Hypertextual Reading

Original Citation:
Miles, A. (1998). “‘Singin’ in the Rain’: A Hypertextual Reading.” Postmodern Culture 8(2).

This a hypertext, and is a close hermeneutic come narratological reading of “Singin’ in the Rain” which was written and published as a hypertext. The work was written in Storyspace and includes embedded video of the sequence that is analysed.
Mirrored at http://vogmae.net.au/works/singin/

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Hypertext Structure as the Event of Connection

Original Citation:
Miles, Adrian. “Hypertext Structure as the Event of Connection.” Proceedings of the 12th ACM Hypertext Conference. Aarhus: ACM, 2001.

This paper received the ‘Ted Nelson Award’ at the 2001 ACM conference.

Hypertext Structure As the Event of Connection

ABSTRACT

This paper proposes that within the practice of writing small scale, local hypertext, critical questions of relevance to all hypertext researchers are foregrounded, in particular problems of excess, context, and teleological interpretation.

KEYWORDS: Links, pragmatics, cinema, hypertext structure, rhetoric, context, excess.

INTRODUCTION

Hypertext theory, whether considered from the point of view of systems development, as a creative endeavour, or in abstract terms, appears to routinely return to questions of structure, navigation, and coherence. These problems haunt the conceptualisation of hypertext as it inevitably finds itself drawn between the poles of potential structure, and the realised and individuated event that is the particular reading of any hypertext. Within this, theory and systems design has primarily concerned itself with large scale structures and its attendant problems of architecture, or with readers’ use of hypertext documents. However, between such industrial textual processes and the problem of the reader lies the experience of writing hypertext as hypertext. The hypothesis I wish to pose is simple. Within link node hypertext it is clear that context is fundamental to link interpretation, and that context is largely reader (i.e., pragmatically) determined [46], in no manner is the significance of the link exhausted by any particular context in which it may occur. Furthermore, a significant factor in the contextual interpretation of the link is the development of narrative schemas, and such schemas determine meaning retrospectively [6]. This suggests that. structure in hypertext is produced pragmatically, and its principal meaningful structures are defined retrospectively. The tension between links as pragmatic, open, and excessive, versus the teleological imposition of coherence, is the space within which hypertext writing defines its own practice. This paper explores this middle terrain between what could be characterised as industrial hypertext, and hypertext reading. To examine this I intend to rely on the assumption that link node hypertext is a postcinematic writing practice [25, 30, 31]. Finally, historically the concern with closure and excess has concentrated on reading hypertext, this paper is informed by the tactics of an engaged hypertextual writing practice.

LINK EXCESS

Links generate what I’d like to characterise as an ‘anxiety’ within hypertext. This anxiety is evident in relation to writer’s and their use of hypertext, a reader’s ability to derive pleasure from reading hypertext, and is present in most theories of hypertext and linking which seek to provide rules for the application, role, or relevance of links in hypertext (see [22] for a generic summary of the role of links, and [Carter, 2000 #1194, [46]] for a recent survey of rhetoric and hypertext). This is perhaps unusual, given the literature’s general celebration of the link as textual liberation and, in some cases, formally constitutive of hypertext. The anxiety I am referring to is evident in the manner in which much writing on linking wishes to domesticate the link as some category or species of rhetorical figure, always and already at the service of some other role, for instance to facilitate navigation, allow cognitive and associative mapping of ideas, or the incorporation of otherwise disparate arguments, documents, or objects, within a larger docuverse. In such work the link always remains the servant of other processes, but such thought obscures, indeed actively turns away from, any consideration of the link in, or of, itself.

That such rule formation around links is irrelevant to their function is reasonably demonstrated through the simple comparison that Tosca has made with lyric poetry [45] and Miles with cinema [30]. Tosca’s point, when applied to links, is elegantly simple. When writing poetry there are numerous ‘rules’ of connection, yet we recognise that these rules (of rhythm, timbre, rhyme, visual structure, thematic connection, etc) have no hierarchy and are not exclusive. In a poem you can place any word in any other location (as you can with shots in narrative cinema), and there is clearly no need for formal syntactic and semantic rules of organisation for a poem (or a film) to be meaningful — that there may be such rules for some genres of poetry does not change this fact. This would certainly seem to be the case in hypertext and suggests that hypertext linking ought to be considered as more analogous to poetry than to prose — if you like it is hard not to be ‘poetic’ when we write hypertextually. This suggests that hypertext theory’s fascination with coherence, order, navigation, and rhetoric becomes a policing of what is always the unruly link and its escape into an immanent economy of excess and non-linguistic force.

It has been argued elsewhere that links have performative force ([30]), indicating that we no longer ought to define them as grammatical moments but as fluid and mobile vectors that construct relevance ([41]) and context through their leap. The performative force of the link is invisible to ‘ordinary’ conceptions of rhetoric because this force is only expressed and realised in the activity (the moment) of the link, and it is this invisibility that has lead to the description of the link as a sort of vacant ‘connecting’ device. Hence the link, in itself, is regularly discussed in terms of what it enables, such as multilinear narrative, but rarely is it explored or theorised ontologically. This appears to be the case largely because a great deal of the work in hypertext (whether from computer science or the humanities) assumes an empiricist and ‘realist’ notion of discourse: works should be, or are, transparent in their effects, intentions, and meanings. This concentration on largely empirical and instrumental questions of successful meaning negotiation (what might be called the preservation of textual integrity in the face of possible interference), is why such work has struggled to account for the success of such noisy hypertext systems as the World Wide Web.

If, on the other hand, we accept that hypertext structure is implicitly poetic (or cinematic) rather than grammatical, then how we conceive the question of connection ought to be fundamentally different. Just as we willingly accept that poetry may, for instance, only concern itself with sound, quite independently of what we think of as sense, we ought to be able to consider the link in an analogous manner — this for instance may let us appreciate Bernstein’s insight that repetition in hypertext is not a vice [4].

This returns us to the ‘anxiety’ of the link. I would like to suggest that what the link enables or performs, which is not transparent (cognitive, logical, rational, etc) instrumental connection, is in fact outside of such a rational economy, and in our insistence on defining the link as instrumental we are in fact disavowing this ‘outside’ [20]. Indeed, it appears to be a common mistake in hypertext theory (shared by many in film criticism) to mistake the ability of the link to generate a meaningful connection as evidence of the link only realising an immanent relevance.

MARGINALIA

For a theorist such as Harpold this outside is defined by Lacanian lack, and the imaginary plenitude of the link is the subject’s misreading of the absence that lies within all signification [18-20]. More prosaically, I’d like to suggest that the contextual and pragmatic force of the link, and its affinity to non–grammatical forms of association and connection, allows us to theorise about link’s and excess. Indeed, to the extent that links are non-linguistic they perhaps share a great deal with other non-linguistic forms of communication (music, painting, sculpture, and cinema all suggest themselves) in that they will always maintain a reservoir of excess that linguistic description and analysis can never accommodate. In the relation of image to word this is largely the province of Mitchell [33, 34], though McCloud and Drucker offer exciting work informed by their own creative practice [13, 28], and Stafford’s recent argument connecting analogy and the visual is clearly relevant [42]. Simply put, there is a possibility of theorising the excess of the link specifically through its non-linguistic economy, a project that I believe is yet to be undertaken — notwithstanding Moulthrop’s 1991 call for a ‘deconstructive hypertext’[35].

EXCESS (II)

The general condition of the link is that by virtue of its force relevance is perceived within the nodes joined. This relevance does not need to reside within the nodes themselves, but in the fact of their retrospective connectedness. The ‘anxiety of the link’ that I’m describing is the recognition that this force falls outside of nomenclature and (linguistic) reason. This force is evident in the manner in which the link recontextualises the before and after of its own act through what Deleuze and Guattari have described as an “incorporeal transformation” [10]. That is, the link is an imperative that affects what the node means in quite fundamental ways, yet leaves the node itself untouched, or unmarked. This is the model of Austin’s performative speech acts, and Deleuze and Guattari’s order words (and it should be added bears a strong similarity to Harpold’s analysis of the imperative of the Other in the context of hypertext [17]), and can only be instantiated in the moment of the individuated action of a link. This is an ‘excess’ because for this to be the case that a node is considerably more than a navigational cue or aid. It is within this ‘more’ that the excess of the link is to be found.

One way in which we can describe this excess so as to be able to consider it theoretically is through the distinction that author and philosopher Georges Bataille makes between a general and restricted economy. Within a general economy there is an expenditure (of meaning, goods, pleasure) without instrumental return [3], that is an expenditure where the primary intent of the ‘transaction’ is not to recover anything ‘useful’ from the transaction. Within a restricted economy, on the other hand, expenditure is only ever conducted with a view towards a return, a recovery of that which has been expended.

While a pure general economy may not be possible, it nonetheless can be seen to inform many apparently ‘useless’ activities, for instance art, play, even probably fireworks, and of course some might even argue that death is a general economy to the extent that it apparently never exhausts itself and appears to give little in return! In a general economy, there is always a remainder, an excess that cannot be recovered. In a poem this might be, literally, its meaning, and so we are left to speculate forever on its intent. In the case of hypertext links, this is their general condition. Links always have a remainder, a residue of contextualising force that extends against and into the moment before their promise, and at the point of their enaction into an open future that can only ever be a bet against an unknowable outcome. Which is to say that after the link has arrived it then recontextualises what was, and before the link has arrived we are always subject to the risk of the radically open. As Harpold says “there is a principle of indeterminability (a generalized “chance”) operating between the gaps in the reading that may sometimes turn you back on your path” [17] p. 194.

In such circumstances to think of a link as broken, redundant, irrelevant, or inappropriate requires an assumption of instrumental use that relies on an ideology of use value — a restricted economy. This returns us to questions of empiricism simply because we can only treat links as wrong or false within an instrumental economy. However, links are not true or false, rather a link is good or bad, which is to say felicitous or infelicitous ([1]) and this can only ever be a question of context. For example, of the 282 links in “Hyperweb” [32] one is to a deliberately malformed URL, its point being to generate a 404 error and so in this particular context a ‘false’ link does in fact have significance in itself.

That links can be utilised instrumentally does not alter this. If, however, link node hypertext is lyrical [45], musical [36], or cinematic [25, 30] then it is difficult to argue that there can be any links apart from felicitous links. A poem may be good or bad, but certainly not true or false in any empirical sense, and the same applies to a musical score, a film edit, and links.

NARRATIVE SCHEMAS

Excess, and the felicitous quality of the link, ought to cause hesitation in developing specific rules of link use as neither is amenable to predetermination. The variability of context, compounded by hypertext multilinearity, also makes it difficult to determine the varieties of readerly practice that may happen. Tosca has argued for the role of context in hypertext, relying on the example of the deeply complex nature of everyday communicative acts [46]. As she indicates, the significance of context and pragmatic interpretation in such circumstances is not so very different from narrative in general, where readers accept certain principals of intent and causal relation and on this basis schemas of understanding are developed. Such schemas are pragmatic and based on our experience of narratives in situ, and so are able to operate as high level abstract maps that combine bottom up testing [12]. As Branigan describes [6]:

narrative is a perceptual activity that organizes data into a special pattern which represents and explains experience. More specifically, narrative is a way of organizing spatial and temporal data into a cause-effect chain of events with a beginning, middle, and end that embodies a judgment about the nature of the events as well as demonstrates how it is possible to know, and hence to narrate, the events. (p.3.)

and that:

In a narrative, some person, object, or situation undergoes a particular type of change and this change is measured by a sequence of attributions which apply to the thing at different times. Narrative is a way of experiencing a group of sentences or pictures (or gestures or dance movements, [nodes] etc.) which together attribute a beginning, middle, and end to something. The beginning, middle, and end are not contained in the discrete elements, say, the individual sentences of a novel but signified in the overall relationships established among the totality of the elements, or sentences. ([6] p.4.)

For Branigan a narrative is a series of transformations understood by a relation of cause and effect where two deep cognitive functions are utilised, an awareness of purpose, and an awareness of pattern. Purpose, or intention, is not to be confused with authorial intention, merely that the narrative intends that the connection between parts (for instance nodes and their links) is posited as meaningful, and so assumed to be understandable in appropriate contexts (the game of interpretation becoming one of hypothesising possible appropriate contexts). Pattern is the active process of identifying meaningful sets of relations, which requires the ongoing testing and amendment of assumptions and expectations of relevance and causal priority.

This is what Branigan refers to as a schema, and readers utilise schemas to identify the patterns which arise in a narrative. A schema is the way in which data or information is made meaningful through the application of a template in which “probabilities to events and to parts of events” are assigned [6 p.13.]. Branigan’s interest in schema’s is not to help determine what a narrative means, but how it organises itself as information, and the information processing that a reader (or viewer, or user) must perform. The narrative schemas readers produce are hierarchical and constantly subject to change, these hierarchies are not stable because the relations of cause and effect that are understood to influence these hierarchies are regularly modified by the reader and the narrative. For instance, it is common for a narrative event or element to shift from an apparently minor to a major role (or the reverse) subject to our interpretation of later events and how we then apply these to our original schema.

Such processes are fundamental to understanding a narrative, and must mean that how connections between parts are understood changes during the course of our reading. That the same applies to reading in hypertext, where pattern [4, 40] and repetition can become integral to the work [21, 49], is well known, but what is important to our argument is not the role of schema’s per se (see also [7]), but the significance that closure plays in the successful application of a narrative schema.

CLOSURE

Within hypertext criticism closure has largely been discussed in terms of its hypothetical absence. For instance, the common observation of the way in which a hypertext work may resist closure, whether through ambiguity or simply lacking a specific ending [5, 22, 24], or the ways in which a reference work may continue indefinitely as additional connections, documents, and essays are incorporated. Douglas has recently written extensively and in great detail on closure and hypertext narrative [11], but rather than concentrating on the nature of closure in itself I’m wanting to consider the manner in which closure generates teleological principals which impact on excess and meaning.

A Logical Aside

The activity of scholarly inclusion remains an ideal that is important for a great deal of continuing research into hypertext, though as an ideal it has perhaps received less criticism than it deserves, for it appears to rely on a Platonic idealism, even with a celebration of the multilinear path. Not only can all documents relating to, for instance, poem “Y” not be linked (if only because commentary remains an ongoing activity), but this connection in itself generally forms a specific document that excludes the possibility of others. Finally, the assembled docuverse itself, if it is granted some status as a text on the poem “Y” cannot, logically, refer to itself and so remains outside of its claims for inclusiveness. That is, the set formed by the documents about poem “Y” which the docuverse seeks to represent (or enable) would, by virtue of itself, be in fact a part of the set of documents it wishes to create — a dilemma beloved by deconstructionists. There will always remain an outside, an excess, that saturated linking, multiple linking, or a Nelsonian docuverse appears troubled to acknowledge.

CLOSURE (II)

Hypertext criticism tends to characterise closure as the inevitable outcome of linearity where the determined narrative end grounds meaning within the illusions of semiotic security, while the open hypertext remains a more accurate index of not only the flow of semiosis [22], but of contemporary experience [43, 47, 48] or the postmodern text [11, 43].

As several commentators have suggested [29, 44], these claims are as relevant to print as to hypertext works. However, my point is not to criticise this idealism — I regard this idealism as fundamental to what might be thought of as the ethics of academic hypertext, something Landow, and Bolter have contributed to substantially. However, within these assumptions of closure, whether relegated to a history of easy satisfaction or celebrated as the end game of a new millennium, lies concealed the problem of the importance of narrative teleology.

Before addressing this specifically, it should be noted that narrative closure is routinely equated with narrative completion, that is the end of the work. Such notions of closure can be thought of as large scale to the extent that they rely upon an assumption of a textually consistent complete narrative, always a problematic issue in any complex hypertext. This is the case in Rosenberg’s definition of the session [40], though here closure is radicalised as it is now largely defined by readerly discretion, rather than privileging the text as most other theoretical approaches do (this is, of course, the major importance of Rosenberg’s paper as it repeatedly demonstrates the role of the reader in determining minimal signifying sequences in hypertext — an intriguing fancy would be an analysis of a major hypertext combining the five codes Barthes’ applies in “S/Z” [2] with Rosenberg’s three narrative levels!).

As Rosenberg demonstrates, a key difference between hypertext and print narrative is the manner in which the reader determines such ‘micro’ closure during the narrating of the narrative (what Ricoeur, following Gennette describes as narrative utterance [39]), presumably because hypertext conflates the performance of narrating into the active link following reader and the more ordinary level of the text’s own narrating. What I wish to emphasise here is the role of the reader in not only constituting the narrative sequence [31] but the manner in which the sequence (whether episode or session to use Rosenberg’s terminology) is constituted by closure. That is, an episode is generally only recognised or described as an episode when the reader successfully applies criteria of logical coherence and pattern to a series — i.e., a schema. Where this has not occurred it is reasonable to hypothesise that a pragmatic reader (as opposed to Chatman’s ideal reader [8]) would not define the sequence read as in fact an episode.

Another Aside

It would appear to be reasonable to hypothesise that when small scale sequences in a hypertext resist closure, the work as a whole tends to remain ‘open’, and where the minor sequences of a hypertext provide closure, the work as a whole tends to provide, in turn, a stronger order of narrative closure, a position I believe supported by Bernstein’s categories of patterns [4]. This is not to suggest that closure at the level of the episode means that the work as a whole cannot be open or ambiguous in terms of narrative closure. It is easy to imagine a work consisting of clearly articulated episodes, but the relation of episodes to each other remains largely unmotivated in terms of realist or literal narrative conventions. For instance much of Adrienne Eisen’s [15] online writing seems to fall into this structure. This is not limited to electronic writing though, as it applies equally to the short stories of Raymond Carver (“Elephant” and “Short Cuts” for instance), or the films of Robert Altman (“Nashville”, “Short Cuts”, “Prêt–à–Porter” are excellent examples). However, where episodes are able to be identified as episodes (in Rosenberg’s sense) it is probably easier for the reader to provide schemas to account for the relation or relevance of these episodes to each other, compared to those works where a reader feels unable to determine episodes that cohere as narratives. Much the same applies to the manner in which a work is linked. Links can be open or closed to the extent that they originate from abstract terms or narrative cognates (see for instance [38]), and in terms of their destination, which can be similarly lyrical and associative [45] or direct and literal.

CLOSURE (III)

However, not only is a hypertext sequence largely defined by the attribution of closure but this must occur retrospectively — a sequence of any order can only be recognised as a cohesive sequence once it is completed. This is an excellent example of Branigan’s description of top down and bottom up processing that narrative schemas require [6].

As Culler has noted

It is true that if the hero does battle with the villain much of the interest for the reader may depend on the uncertainty of the outcome; but one can say that this is also uncertainty about the function of the struggle. The reader knows its significance and its place in the tale only when he knows the outcome. . . . The plot is subject to teleological determination: certain things happen in order that the récit may develop as it does. [9] (p. 209.)

Narratives, as causal sets of logical processes, are always understood teleologically, so that for any narrative (and in turn any narrative sequence, including of course Rosenberg’s episode [40]) it is the end that largely determines how we come to understand the logical connection of its parts. This is the reader’s assumption of the ‘point’ of the narrative, however a reader wishes to contextualise or hypothesise this ‘point’, and the parts of a narrative gain logical and local sense backwards, courtesy of this point. Furthermore, while sequence can only be constituted as a sequence retrospectively, once constituted teleological constraint overdetermines causal connection at the expense of other narrative and formal attributes.

This is an extremely important point for any theory of hypertext narrative, and for any hypertext system design that wishes to define or visualise the significance of the relations between nodes. While a linear work can largely attempt to define the relation between its parts according to specific hierarchies of significance or meaning — much as Eisenstein’s attempts to articulate a visual dialectic of film making [16] — a multilinear hypertext work struggles to achieve a similar outcome simply because of the variability between what constitutes a particular episode and what is understood to be the finally narrated narrative, each of which will vary from reading to reading.

Put simply, context and the authoritative role of teleological closure dominates how the connection between parts are interpreted. The manner of connection may contribute, or even contest (at least certainly render ambiguous), the meaning of the relation between parts, but this can only be achieved afterwards with that guarantee of order that an end determines. This is not to suggest that ambiguity, the open ending, or an indeterminate narrative are not possible, only that such endings still operate as a teleological ground informing how we then understand the events narrated [11].

For example, imagine a hypertext where links that relate to a specific theme have an individuated colour and specific visual effects attached to them. Argument A’s thread is yellow and enacted links always produce dissolves between nodes, while argument B’s thread is blue and enacted links always produce animated marching windows. Where these two threads intersect links are green and enacted links combine animated marching with a dissolve. Additional cues could also be added to indicate if a green link endorses or criticises this common thread. While such a hypertext has already presumed what the relations between nodes could be, quite independently of any particular reading context, it disregards the fact that the reader, in understanding, articulating, and using the argument, will pay little or no attention to these formal markings. How the connections are understood, that is what the argument is, will only be determined by how the reader determines its end, and this will recast all that came before. In such contexts the colour of a link, even the representation of the connection between nodes, is erased, just as in a film it is only film theorists who remember whether we cut from a wide shot to a low angle close up, when redescribing a narrative.

Because the relation between parts can only be interpreted by virtue of an end it is difficult to conceive of a set of definitions for illustrating or representing connection (whether logical, rhetorical, or dramatic) that can be provided prior to their individuated use, and that can survive the reader’s pragmatic reconceiving of the terms of this argument or narrative. When we retell we rebuild, which is simply to say we forget — that we still want to decorate the work of the link is simply another expression of its luxurious excess.

Aside (III)

Culler, fine structuralist that he is, suggests that parts of a narrative ought to be conceived of as functions rather than events. In this way their role is not defined in terms of a series of branching possibilities that actions suggest, but as functions enabling the narrative to get to its end. For instance, a film noir might begin with a semi naked woman running down a dark road because the narrative requires the function of mystery and enigma more than it needs a set of branching possibilities — will she be found (of course she will), does she have an important role (of course she does), is it the ‘hero’ who finds her (of course it is) and in fact from structuralism’s functional perspective he is the hero only because he finds her and receives the quest that she initiates.

Child aside

This is an intriguing idea when pushed, simply because it describes the reverse of how we ordinarily think a narrative works, but in fact accurately describes how we actually write or make our own narratives. When writing there is some sense in which we know where it is going (to some extent) and so the arguments made (retaining an academic context for the moment) are in fact functions which are present and used by virtue of their applicability and relevance to the end we have in mind. Rather than each idea opening outwards (much like an open cone), which is how we ‘ordinarily’ think of a narrative (each action opening a new set of future possibilities, all apparently equal), the model is in fact more like a funnel where each action is in fact a function designed to get to that focused point that is the end [11]. It ought to go without saying that given the nature of the link and excess that a ‘genuinely’ hypertextual writing practice would be a writing ‘for’ the cone, rather than the funnel.

Aside (IV)

Furthermore, the difference that an action makes to the story is to change the perception of the function of some prior act. For instance in the film “The Matrix” Neo’s epiphany allows the function of Morpheus’ sacrifice to be understandable. In terms of multilinear narrative this is well worth further consideration for if we think of narrative units (of whatever scale) as being functions rather than narrative acts (that is ‘couple forming’ rather than ‘Fred meets Ginger and what should happen next?’) then we might conceive of a narrative model that is able to accommodate multilinear recombination rather than the branching events, or indeterminate narrative, that currently dominates hypertext fiction.

BACK TO THE FUTURE

Mancini has cogently argued for the relevance of cinematic codes of representation to the presentation of information in hypertext environments [25]. However, as is apparent in her examples it is not the syntagmatic series and the relation between these parts that may provide a representation of argument or implicit structure, it is instead the simultaneous visual representation of the relation between parts within a common field — for instance the screen or interface.

In other words what is required, and Mancini appears to be suggesting, is a theory of hypertextual collage where diachronic structure is shown synchronically (see also [23]). This would be a practice that takes the temporal ordering of elements that is the hallmark of cinematic montage, that is serial ordering in time (diachronic structure), and to try to represent this spatially within a single field of view — all at once as it were. By presenting material simultaneously, which must be then primarily visual so that it can be ‘read’ as a whole (and where it is not visual it will firstly be treated as a graphic sign before it is regarded as a linguistic sign), a provisional context is provided largely because such images are already discursive in a manner that a sentence is not. This is perhaps why visual representations in hypertext appear to be more successful representations of structure, relevance, or meaning (such as MAPA [14] or VIKI [26, 27]) than purely linguistic categories. Such visual representations exist in an indexical relationship to their content, relying on relations of resemblance and analogy (“analogy is the vision of ordered relationships articulated as similarity–in–difference” [42] p. 9.), while linguistic models maintain the abstraction and absence of symbolic relations.

Where a temporal dimension is introduced, as in link node hypertext, the representation of the visual relation between parts tends to have a minimal influence on how the whole is understood, particularly in relation to the order in which these parts are presented. For instance, in the cinema a dissolve could mean flashback, flash forward, dream, loss of a character’s consciousness, drunkenness, general punctuation between scenes, subjective memory, abstract pattern, or something I haven’t thought of. What is dissolved, what image appears over, through, or under another image, can be highly significant, but this is always determined by the teleological orbit of the narrative which can only be performed from the point of view of its end — there is nothing that inheres in a dissolve to signify anything except a moment of connection [30]. The reader, when recalling the narrative (or for that matter the reader when utilising various schemas to understand the narrative) tends to disregard the dissolve entirely as they reconstruct a meaningful interpretation of the work.

Similarly, though Eisenstein has written extensively on dialectical argument utilising fragments and montage (his “A Dialectic Approach to Film Form” should be compulsory reading for anyone who wants to think critically about hypertext argumentation [16]), and strongly demonstrated the manner in which the collision of two images (or nodes) can generate novel content, this work relies on transcendent principles of meaning production and order. For Eisenstein the generation of visual energy is directly translated into cerebral energy and thought. Hence graphic conflict may contribute a sense of ‘dynamism’ to something that ought to be ‘dynamic’ [16] but this quality of ‘dynamism’ is a positive attribute because the narrative celebrates modernisation and industrialisation. (“[T]he dramatic moment of the union of the Motorcycle Battalion with the Congress of Soviets was dynamized by shots of abstractly spinning bicycle wheels, in association with the entrance of the new delegates. In this way the large–scale emotional content of the event was transformed into actual dynamics.” [16] p. 58.) It is not difficult to conceive of the same visual dynamism as expressing or meaning something quite different in a contemporary context — we perhaps should not forget that Eisenstein and his colleagues celebrated Taylorism as a principle of sublime efficiency.

The isomorphic modelling of thought by cinematic juxtaposition which would lead to similar ‘ideas’ in viewers is perhaps not so very removed from the rhetoric of hypertext and HCI usability, but Eisenstein’s relevance for hypertext lies in his insistence on the experimentation of form as the relationship and conflict within and between parts. Shots are not merely shots, and montage is not merely the connection of parts but is the system generated by both. For Eisenstein this offered the possibility of thinking cinematically. Eisenstein remained fascinated by the ‘outside’ that this produced (thesis, antithesis, synthesis), about how two different things, when placed in collision, could generate an idea that neither contained, and while he recovered this ‘outside’ into the expression of a transcendent dialecticism it is the role of the outside that we ought to retain.

CLOSING

Any methodology that assumes specific interpretative outcomes from formal practices will be rendered historically irrelevant. This is because contexts shift, readers are recalcitrant, and all that inheres in the connections in themselves are the forcing of the generation of hypotheses and schemas to understand such connection. The pattern of connections formed by links, as understood by a reader, are ultimately grounded by what they take the ‘point’ of the narrative to be, and this is only determined by virtue of how they define the end of the work. It is not that these connections are neutral, but on the contrary always dynamic, and when combined with the pluralism, force, excess and semantic promiscuity of the link we recognise the immanent eventfulness of connection as precisely an event. The movement of information into knowledge, whether fiction or nonfiction, is never stable and in a temporally and visually dynamic environment it is this eventfulness that will teach us what we should be doing to compose in such environments.

To the extent that we write with an instrumental ending in mind our links and hypertexts will remain domesticated and quiet machines, and in the manner in which we are writing in this way we will misunderstand links as merely aids on the way to clarity. Endings close, they help constrain, and hide, that excess that links perform. This is perhaps why a great deal of new work in this medium has returned to questions of montage and collage (I’m reminded here of a Storyspace work in progress of Diane Greco’s I saw in passing at Hypertext 2000, “The Country Between Us”), of simultaneity and similarity, not because we are evacuated of ideas, but because it is in the similarity and felicity that our pictures (screen, image, window, and link) engender with the difference and abstraction of words that a relevant and meaningful hypertext structure will be developed for a networked world. It is the tension between the always open link and the retrospective erasure of this excess in teleological determination that is the site of hypertext. To date most of the cards have fallen on one side of this fence.

WORKS CITED

1. Austin, J.L. How To Do Things With Words. Oxford University Press, Oxford, 1962.

2. Barthes, R. S/Z. Basil Blackwell, Oxford, 1974.

3. Bataille, G. The Accursed Share. An Essay on General Economy. Volume One. Consumption. Zone Books, New York, 1988.

4. Bernstein, M., Patterns of Hypertext. in Proceedings of the Ninth ACM Hypertext Conference, (Pittsburgh PA, 1998), ACM, 21-29.

5. Bolter, J.D. Writing Space: The Computer, Hypertext, and the History of Writing. Lawrence Erlbaum Associates, Hillsdale (N.J.), 1991.

6. Branigan, E. Narrative Comprehension and Film. Routledge, London, 1992.

7. Calvi, L. “Lector in Rebus”: The Role of the Reader and the Characteristics of Hyperreading. in Tochtermann, K., Westbomke, J., Wiil, U.K. and Leggett, J.J. eds. Proceedings of the 10th ACM Conference on Hypertext and Hypermedia: Returning to our Diverse Roots, ACM, Darmstadt, 1999, 101-109.

8. Chatman, S. Story and Discourse: Narrative Structure in Fiction and Film. Cornell University Press, Ithaca, 1988.

9. Culler, J. Structuralist Poetics: Structuralism, Linguistics and the Study of Literature. Cornell University Press, Ithaca, 1975.

10. Deleuze, G. and Guattari, F. A Thousand Plateaus: Capitalism and Schizophrenia. University of Minnesota Press, Minneapolis, 1987.

11. Douglas, J.Y. The End of Books — Or Books Without End?: Reading Interactive Narratives. University of Michigan Press, Ann Arbor, 2000.

12. Douglas, Y. and Hargadon, A., The Pleasure Principle: Immersion, Engagement, Flow. in Proceedings of the Eleventh ACM on Hypertext and Hypermedia, (San Antonio (TX), 2000), ACM, 153-160.

13. Drucker, J. The Alphabetic Labyrinth. Thames and Hudson, New York, 1995.

14. Durand, D. and Kahn, P., MAPA™: A System for Inducing and Visualizing Hierarchy in Websites. in HyperText 98, (Pittsburgh, 1998), ACM, 66-76.

15. Eisen, A. Six Sex Scenes. http://www.apc.net/adrienne/six_sex_scenes/index.htm (August 22, 2000).

16. Eisenstein, S. A Dialectic Approach to Film Form. in Film Form: Essays in Film Theory, Harcourt Brace and Company, San Diego, 1977, 45–63.

17. Harpold, T. Conclusions. in Landow, G.P. ed. Hyper/Text/Theory, The John Hopkins University Press, Baltimore, 1994, 189-222.

18. Harpold, T. The Contingencies of the Hypertext Link. http://www.lcc.gatech.edu/~harpold/papers/contingencies/index.html (October 26, 1999).

19. Harpold, T. The Misfortunes of Digital Text. in Gibson, S., B and Oviedo, O., O eds. The Emerging Cyberculture: Literacy, Paradigm, and Paradox, Hampton Press, Cresskill NJ, 2000, 129-149.

20. Harpold, T. Threnody: Psychoanalytic Digressions on the Subject of Hypertexts. in Delany, P. and Landow, G.P. eds. Hypermedia and Literary Studies, The MIT Press, Cambridge, 1994, 171-181.

21. Joyce, M. Nonce Upon Some Times: Rereading Hypertext Fiction. Modern Fiction Studies, 43 (3). 579-597.

22. Landow, G.P. Hypertext 2: The Convergence of Contemporary Critical Theory and Technology. John Hopkins University Press, Baltimore, 1997.

23. Landow, G.P. Hypertext as Collage-Writing. in Lunenfeld, P. ed. The Digital Dialectic: New Essays on New Media, The MIT Press, Cambridge, 1999, 150-170.

24. Lanham, R.A. The Electronic Word: Literary Study and the Digital Revolution. in The Electronic Word: Democracy, Technology, and the Arts, The University of Chicago Press, Chicago, 1993, 3–28.

25. Mancini, C., From Cinematographic to Hypertext Narrative. in Hypertext 2000, (San Antonio, TX, 2000), ACM Press, 236-237.

26. Marshall, C.C. and Shipman, F.M., Searching for the Missing Link: Discovering Implicit Structure in Spatial Hypertext. in Hypertext ’97, (1997), ACM, 124-133.

27. Marshall, C.C. and shipman, F.M., Spatial Hypertext and the Practice of Information Triage. in Hypertext ’97, (Southampton, 1997), ACM, 124-133.

28. McCloud, S. Understanding Comics: The Invisible Art. Harper Perennial, New York, 1994.

29. McHoul, A. and Roe, P. Hypertext and Reading Cognition. Culture and Communication Reading Room. http://kali.murdoch.edu.au/~cntinuum/VID/cognition.html (May 12th, 1997).

30. Miles, A. Cinematic paradigms for hypertext. Continuum: Journal of Media and Cultural Studies, 13 (2 July). 217-226.

31. Miles, A. Hypertext Syntagmas: Cinematic Narration with Links. Journal of Digital Information. http://jodi.ecs.soton.ac.uk/Articles/v01/i07/Miles/ (January 16, 2000).

32. Miles, A. Hyperweb. Postmodern Culture, 6 (3, May). http://muse.jhu.edu/journals/postmodern_culture/toc/pmcv006.html.

33. Mitchell, W.J.T. Iconology: Image, Text, Ideology. The University of Chicago Press, Chicago, 1986.

34. Mitchell, W.J.T. Picture Theory: Essays on Verbal and Visual Representation. The University of Chicago Press, Chicago, 1994.

35. Moulthrop, S., Beyond the Electronic Book: A Critique of Hypertext Rhetoric. in Hypertext ’91, (1991), ACM, 291-298.

36. Murphie, A. Hyping the Text, Cyberfictions and Hypertext: What is Happening to Text? Culture and Technology Lectures. http://www.mcs.mq.edu.au/staff/Andrew/307/hypelc.html (May 15, 1998).

37. Peirce, C.S. Logic as Semiotic: The Theory of Signs. in Bulcher, J. ed. Philosophical Writings of Peirce, Dover Publications, New York, 1955, 98-119.

38. Ricardo, F.J. Stalking the Paratext: Speculations on Hypertext Links as a Second Order Text. in Shipman, F., Mylonas, E. and Groenback, K. eds. Proceedings of the Ninth ACM Conference on Hypertext and Hypermedia: Links, Objects Time and Space – Structure in Hypermedia Systems, ACM, Pittsburgh, 1998, 142-151.

39. Ricoeur, P. Time and Narrative: Volume Two. The University of Chicago Press, Chicago, 1985.

40. Rosenberg, J., The Structure of Hypertext Activity. in Hypertext 96, (Washington, 1996), ACM, 22-30.

41. Shields, R. Hypertext Links: The Ethic of the Index and Its Space-Time Effects. in Herman, A. and Swiss, T. eds. The World Wide Web and Contemporary Cultural Theory, Routledge, New York, 2000, 145-160.

42. Stafford, B.M. Visual Analogy: Consciousness as the Art of Connecting. The MIT Press, Cambridge (MA), 1999.

43. Taylor, M.C. and Saarinen, E. Imagologies: Media Philosophy. Routledge, New York, 1994.

44. Tofts, D. and McKeigh, M. Memory Trade: A Prehistory of Cyberculture. 21C

G+B Arts International, North Ryde, 1998.

45. Tosca, S.P., The Lyrical Quality of Links. in Hypertext ’99, (Darmstadt, 1999), ACM, 217-218.

46. Tosca, S.P., A Pragmatics of Links. in Proceedings of the Eleventh ACM on Hypertext and Hypermedia, (San Antonio (TX), 2000), ACM, 77-84.

47. Ulmer, G. Grammatology Hypermedia. Postmodern Culture. http://muse.jhu.edu/journals/postmodern_culture/v001/1.2ulmer.html (May 24, 1998).

48. Ulmer, G. Teletheory: Grammatology in the Age of Video. Routledge, New York, 1989.

49. Walker, J. Piecing Together and Tearing Apart: Finding the Story in ‘afternoon’. in Tochtermann, K., Westbomke, J., Wiil, U.K. and Leggett, J.J. eds. Proceedings of the 10th ACM Conference on Hypertext and Hypermedia: Returning to our Diverse Roots, ACM, Darmstadt, 1999, 111–117.

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Realism and a General Economy of the Link

Original Citation:
Miles, Adrian. “Realism and a General Economy of the Link.” Currents in Electronic Literacy Fall.5 (2001).

Realism and a General Economy of the Link

Oh, the essay uses George Bataille’s theory of the general and restricted economy as the basis of a critique of some instrumental approaches to linking in hypertext. I also point out that the idea that the link is neutral and only ever instrumental also has affinities with realist literature.

This essay was written and published as a hypertext and that has been maintained here. It sort of defeats the purpose to try to put it into the content management system I’m using here so I’ve simply edited the template and uploaded the whole lot. So follow the link below to read the essay, well, since it’s hypertext to read of it what interests you.

The essay is mirrored on this server at http://vogmae.net.au/works/generaleconomy/

It was written in Storyspace as a native hypertext, and I built an image map derived from the Storyspace map view. This image map lets you navigate to any node/page in the hypertext, but it also uses colour density to indicate which nodes have the most links (combined links in and out) as an experiment. I believed that the darkest nodes, so those most heavily linked, are probably the most significant in terms of the argument, which is the case as it turns out.

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Practice-Based Research, Digital Art and Problem Based Learning: A Dialogue

Original Citation:
Miles, Adrian, and Mark Amerika. “Practice-Based Research, Digital Art and Problem-Based Learning: A Dialogue.” Leonardo Electronic Almanac 10.7 (2002).

Practice-Based Research, Digital Art and Problem Based Learning: A Dialogue

I arranged for Mark Amerika to be a visiting fellow with us during 2002 and we did an interview come dialogue around practice based research. This was published in Leonardo and Mark also republished it in “META/DATA: A Digital Poetics” The MIT Press.

Practice-Based Research, Digital Art, and Problem-Based Learning: A Dialogue Between Mark Amerika and Adrian Miles

Adrian Miles: Can you give us a general introduction to the conceptual framework and preliminary investigations you are conducting at your TECHNE lab at CU-Boulder?

Mark Amerika: By approaching the Internet as a compositional and publication/exhibition medium, artist researchers are positioning themselves to conduct a network of digital art practices. These networks are formed within and between academic institutions in various locations around the world which are in the process of defining new research agendas. One of the main goals of the TECHNE practice-based research initiative at the University of Colorado at Boulder is to evolve an ongoing R&D platform focused on demonstrating the value of supporting the artist-researcher model as it relates to discovering new forms of knowledge embedded in the creation of digital art. It is generally assumed that these new forms of knowledge, packaged as interactive digital art, will alter the way we socially engage with each other as well as educate ourselves to perform in this dynamic, computer-mediated environment. The Internet is first and foremost a globally distributed network that enables various nodal points an opportunity to bring wider visibility to successful research discoveries made at various intervals throughout the creative process. These discoveries can be immediately published/exhibited on the Internet and, under the right conditions, attract a network of external links that will give the research work a more significant place in the larger attention-economy.

To this effect, we are positioning ourselves to take a leadership role as one of the first practice-based research initiatives at the state university level to reinvent arts education. TECHNE utilizes various new media technologies to create a collaborative learning environment for students hoping to transfer their creative and critical skills-set into the new media economy. These students, looking to participate in a highly technologized, social process of self-motivated personal discovery and artistic invention, are now realizing that the creative process involves both online networking and real-time group collaboration.

Adrian Miles: How did you come up with the name TECHNE?

Mark Amerika: The name TECHNE comes from the Greek use of the term techne to mean both art and technology, especially as it relates to practice and application (“to make or do”). TECHNE enables faculty, students and research associates to utilize both highly specialized and easily accessible hardware and software applications to further demonstrate the value of building more interactive, digital art projects while critically analyzing their place in the world. Research projects are varied and investigate many contemporary subjects whose cultural implications bring to light the growing interdependency between the arts and sciences. The current environment of rapidly developing new media technologies enables committed researchers in both the arts and sciences to facilitate the discovery of new forms of knowledge. One of our recurring themes in developing the initiative is to proactively posit a new kind of research subject, that is, “the artist-researcher at play,” one who continuously experiments with the Internet as an R&D platform for discovering new modes of life style practice.

Adrian Miles: What are some of the specfic subjects being researched?

Mark Amerika: We have a very proactive, practice-based approach to web publishing, digital narrative, PDA art, wireless networking, artist ebooks, JAVA applet art, digital animation, telepresence, distributed network performance, dynamic hypertext language, biotechnology art, online games, motion picture graphics, mp3 concept albums, desktop cinema, data visualization, net art and the exhibition context, parapsychological and paranormal uses of telecommunications technology, GUI art, 3-D Multi-User Environments, the history of multi-media art in relation to both computer science and art practice, generative art, programming or code art, database aesthetics, and art research as process-oriented creative discovery.

Many of the digital art projects being researched at TECHNE require a team of student producers whose creative and critical skill-sets vary. By giving the students an opportunity to share their creative and critical strengths in a collaborative work environment while simultaneously enabling them to learn new skills from their peer network, TECHNE breaks away from the “individual artist as genius” model generally associated with art and creative writing programs. It focuses more on practice-based research and development skills that are more easily transferred to the rapidly transforming job market in both the high-tech industry and academia. Whereas TECHNE is not a graphic design factory that spews out scores of entry level computer design workers as a way to meet industry needs, the initiative does recognize that technically-proficient students with exceptional creative talent and critical decision making skills are likely to be more competitive once they graduate from our program. With this in mind, many of the creative research projects initiated at TECHNE are loosely tied to a collaborative, process-based learning (PBL) model that requires rigorous intellectual activity among the participants.

Which is something you have been developing at RMIT in the School of Applied Communication, yes?

Adrian Miles: Yes, although I refer to it as Problem Based Learning (PBL) with a process teaching spin. PBL is a form of teaching that emphasizes group work, self directed learning, real world problems, and is complemented by multiple forms of assessment. In PBL broad and abstract problems are posed at the beginning of a course and students are empowered to develop the appropriate skills and practices to contextualise and respond to these problems. It is quite different to more traditional styles of teaching where content is provided and then questions are asked — a bit like read the text book to get to the sample problems at the end.

The problem, which obviously is rather central in PBL, should not have a straightforward or obvious answer, and the students should not have learnt enough to be able to answer the problem without research, thought, and hopefully collaborative endeavour. Generally students with, or without, their teacher work in groups to find out what they don’t know, research this in appropriate ways, and contribute this to the group. This relies on an ongoing learning and reflecting process between staff and students.

Mark Amerika: How does this PBL model change pedagogy?

Adrian Miles: It is common in PBL for there to be several differences and difficulties experienced in relation to traditional teaching. Problems are introduced at the start of a course or a class, and students then work towards appropriate and productive outcomes. Most teaching and learning is group based, and it requires research with feedback and response so that the problems are able to be redefined and elaborated in response to the knowledges formed. Forms of assessment often need to change to reflect these different processes and outcomes, in particular what is now taught, and so assessed, is not just the demonstration of knowledge or expertise but the ability to identify what remains to be solved and strategies for resolving this.

Students who are adept and good ‘book learners’ regularly struggle or have difficulty in understanding what to do in PBL, and to begin with it is common to feel as if no learning is taking place.

Mark Amerika: But you tend to think the outcomes of PBL are positive?

Adrian Miles: We believe the collaborative and process based aspects of PBL strongly complement what we expect our graduates to be able to do, and the sorts of work and creative environments they will enter. It is a truism of the media in the digital age that collaborative skills form the basis of all activities, at all levels and that such skills are fundamental to working in networked environments. In addition I’m developing specific ways of dealing with this is through a reworking of how we use digital tools. By the use of networked hypermedia students are able to build media rich knowledge objects, and this helps make what they learn and know visible and available.

Mark Amerika: And these networked environments need to be foregrounded in the workshop and classroom?

Adrian Miles: Yes, In digital environments hierarchy tends to slip sideaways, work is often multilinear, arguments open onto new arguments rather than centre on the necessity of conclusions and closure. Writing itself can have a different voice, and the ‘formalism’ of writing tends to soften. This is very much how we are taught to write content for electronic delivery (in any form of electronic delivery), though not how we are taught to assess, let alone how students are encouraged or allowed to write in these environments.

Furthermore, electronic writing allows images, sound, video and text to become parts of the writing space. This is, again, no different to how we often teach where we routinely use video, spoken word, stills, illustration, readings, photographs, and quotes in our teaching. What is now possible, and quite different, is that these things can now all enter the space of student writing, so we can write with and around these things, rather than about them. Writing in this way generates different learning outcomes and different learning ‘objects’ – the things that students make that is the expression of their learning. You can teach students to write with these things to produce ‘monuments’ which is how I think of things like the traditional essay, or you can teach students to write with these things as part of an ongoing and open practice. I think the latter offers better learning, and complements what you’re exploring in the Techne Lab.

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There’s No Need to Bite the Breast

Original Citatio:
Miles, Adrian. “There’s No Need to Bite the Breast.” Journal of Digital Information 3.3 (2003).

An archive of all the essays that made up the special issue on hypertext criticism, that this was a contribution to, is available at http://journals.tdl.org/jodi/article/view/117

There’s No Need to Bite the Breast

This is a short piece that appeared in an issue of the Journal of Digital Information that was dedicated to hypertext criticism. I wrote three short pieces for the issue, where the editors specifically wanted short sharp interventions. This short piece is about reading hypertext and teaching students how to read hypertext (so I guess it is actually about a network literacy after all!).

There’s no Need to Bite the Breast

Object relations psychology has, on occasion, been used to consider our relationship to art, and more specifically to account for the presence of art (Wright, 1984). One particular form of object relations psychology, largely the province of D.W. Winnicott (1982), develops the idea of the breast as a ‘transitional object’ for the child. The transitional object is that thing that the child uses to mediate its first experiences of itself as an entity separate in the world.

Imagine the infant’s point of view, it is hungry and the breast (or its equivalent) appears, and so there is a strong sense that the child imagines they have created and control the breast. As the child develops physically and psychically a time comes when the breast does not appear ‘magically’ when desired and the child becomes understandably angry and so wishes to punish this ‘object’ – the breast is bitten. For Winnicott this is a continuation of the child’s fantasy, it still thinks the breast is under their control and so now wishes for it to be banished.

Of course, it returns, and it is the manner and persistence (in time and perhaps temper) of this return that allows the child to learn that the breast is external to itself and in fact independent of the child’s desires. It is the manner and persistence of this return that Winnicott, perhaps problematically, describes as ‘the good enough mother’. This figure (which it should be stressed is what we would today recognise as the child’s primary care giver) of the good enough mother is the person who helps ground this originary transitional object which mediates our place in the world.

In relation to art some theorists have suggested that the experience, presence, and use of art is essentially as a transitional object. Art is something that mediates our relation to the world and the real, yet it is also something that in many ways dissolves or at least plays with the security of our identity. Wright (1984) introduces this reasonably thoroughly, and it is also more or less the position that someone like Julia Kristeva (1984) takes in relation to particular forms of modernist writing.

In critical writing that explores hypertext, when introducing students to reading hypertext, or when ‘traditional’ readers approach hypertext, it is surprisingly common to find responses that are, in essence, biting the breast. The methodology for this is banal, and is largely founded on a refusal or inability (unwillingness?) to acknowledge the work as outside of and separate from the reader. In the case of students who first confront a hypertextual fiction it generates a series of readings that may appear naïve, except they have invested so heavily in specific assumptions and ideologies of textual pleasure and closure that they lack the innocence of the genuine naif. Unfortunately, it appears that much the same can be said of more mature critical writing (for instance Miall and Dobson 2001, and Birkerts 1996).

To respond in this manner to hypertext it is usually important to posit specific assumptions about what constitutes narrative pleasure. The list is usually a conservative one derived from some avatar of closure and what Barthes’ (1977) and his heirs would immediately recognise as the readerly, and then to rail against the work because it doesn’t actually provide this. You punish the object because it doesn’t give you the mastery and pleasures (whether this is narrative coherence, closure, or even scopophilic mastery — you can’t see it all and it looks unattractive) that you have taken as your right, you bite the breast.

I’d suggest the problem with criticism that bites the breast is that first of all it simply hasn’t recognised that the work is an entity in its own right, and as such is not subject to your whim. This is more significant than it might appear precisely because, as art, one of the things it is probably going to do is to play with those things that separate “I” from “it” and it might not want, or even be able, to give you what you expect or want. Secondly, when the work is recognised as something independent we are in a much better position to ask questions of why it might do what it does. Rather than punish it because it doesn’t have an ending (for instance), what might happen if we asked instead, why doesn’t the work want to end? Or why does the work feel unable to end? Why is it scared of ending? Or even why am I threatened by not finding an end?

(Of course the irony here is that I could be asking this of Beckett, yet it’s rather harder to find someone with a lit. major to bite that particular breast.)

Kafka, if my history is adequate, never finished a novel. The interesting and productive critical work in that context is not that which condemns the work as broken and incomplete but instead recognises this as a problem that lets us move towards the heart of what the works are about. Or, as I remind students, a hypertext asks questions of us, not the other way round, and you have to learn how to listen. If you don’t, you will only find yourself condemning hypertext for not being something else. Let’s get over it. Because a work does not do what we think it is supposed to do is not a reason to condemn it. Nor is it criticism.

Barthes, Roland. “From Work to Text.” Trans. Stephen Heath. Image–Music–Text. London: Flamingo, 1977. 155–64.
Birkerts, Sven. The Gutenberg Elegies: The Fate of Reading in an Electronic Age. London: Faber and Faber, 1996.
Deleuze, Gilles, and Félix Guattari. Kafka: Towards a Minor Literature. Trans. Dana Polan. Minneapolis: University of Minnesota Press, 1986.
Kristeva, Julia. Revolution in Poetic Language. Trans. Margaret Waller. New York: Columbia University Press, 1984.
Miall, David S, and Teresa Dobson. “Reading Hypertext and the Experience of Literature.” Journal of Digital Information 2.1 (2001).
Winnicott, D.W. Playing and Reality. London: Routledge, 1982.
Wright, Elizabeth. Psychoanalytic Criticism: Theory in Practice. London: Routledge, 1984.

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Intent is Important

Original Citation:
Miles, Adrian. “Intent Is Important (a Sketch of a Progressive Criticism).” Journal of Digital Information 3.3 (2003).

An archive of all the essays that made up the special issue on hypertext criticism, that this was a contribution to, is available at http://journals.tdl.org/jodi/article/view/117

Intent Is Important

This is a short piece about hypertext criticism that I wrote for an issue of the Journal of Digital Information that was dedicated to hypertext criticism. The editors sought (and received) brief pieces from a variety of contributors. In this brief essay I argue for the materiality of hypertext as a necessary part of interpretation while arguing that the intent of the work is the work for itself, not to be confused with the intent of the author, reader, narrator or whatever.

Intent is Important (a sketch for a progressive criticism)

A no doubt apocryphal story about the original writers of “Cahiers du Cinema” – a famous and at the time of its founding revolutionary cinema studies journal – was that they were only allowed to write about films that they liked. The rationale for this was that it was easy to write about what you didn’t like, and that in responding to what you did not like you did not need to ‘listen’ or pay attention to the film, that it would only ever be writing as ressentiment. Similarly, to write about something you did like was understood to be a more difficult and productive undertaking, in attempting to locate and describe why you like something you’re required to affirm and make visible what may not be immediately apparent. You have to ‘listen’.

Now while this may have been a useful procedure in the 1950s it is much more difficult to accept such a view of critical practice in 2002. Or is it?

I’d like to propose that it does actually offer a viable methodology, as long as some romantic and idealist assumptions are suitably redressed for our late postmodern times. It would be reasonable to believe that those of us engaged in critically writing on specific hypertexts do wish to affirm something about hypertext and the text’s we’re confronting. Even where the critical writing may be thought of as negative there is still some sense in which the work is an effort at affirmation. For instance, it may be a way of illustrating a particular agenda for what hypertext ought to be, or more simply to provide examples for theoretical claims about hypertext in general.

However, it doesn’t have to be as complicated as this, and certainly to institute a progressive form of hypertext criticism some simple tenets could serve us well. What I have in mind is the rehabilitation of intent for critical practice where this practice is specifically engaged with the interpretation of hypertext works – as opposed to more abstract theory.

(This rehabilitation is, I suppose, not very far removed from Gadamer’s (1976) argument for the importance of recognising prejudice as a proactive or productive force in our engagement with the text as an Other. )

Intent is not to be confused with the intent of the author – Barthes (1977) and Foucault (1977) shared the shovel in well and truly burying the author some time ago – but it is to recognise that there is an intent in the work to the extent that the work intends to do something for an Other. This Other includes other works, the readers it requires to realise itself, and even its own material conditions. The work means, and we need to give this some imperative force, that is to recognise that the work demands to mean something and that this demand to mean is a demand made in and of itself. Not the author, not the reader, but the work.

Such an approach could be misunderstood as a naive hermeneutics, and if so I would radicalise this by recognising that the intent of the work is, literally, the works and so it is, if you prefer, a posthuman hermeneutic. What this means in practice is very simple and is really only making literal the general claims of poststructuralism, claims that hypertext criticism seems to have been well able to adopt in general discussion of hypertext in the abstract, but has resolutely struggled with when engaging with specific titles.

For example, poststructuralism demonstrates forcefully the way in which we are subjected to language (leaving aside the problem that poststructuralism tends to treat language as the gestalt for all other systems, which is plainly inadequate and wrong). As we use language we think we are in charge, we get to choose our words, sentences, and certainly in vernacular English there are an infinite set of possible utterances available to us. Now, while we get to choose which words, we don’t really get to choose, as individuals, what words get counted as words. Nor for that matter do we have much say over what they mean, hence the problem that everyone has, all the time, in struggling to say what they mean. But again, it isn’t as complicated as that. An example I often use with my students to make this concrete for them is the following word game, which only really works with native speakers of English. It goes something like this: “what rhymes which shop and you buy at the butchers?” The class answers “chop!”. I then ask “What do you do at a green light?” And pretty much without fail the class answers “stop!”. It usually takes a little while, but someone eventually realises (though often I have to point the error out) that no, you’re not supposed to stop at green lights. The point? That there is a material logic to language that completely overruns, subverts, and corrupts logic as reason. It is easy and trivial to do. Reason, that grounding of ego and subjectivity in self assured centredness, is not the ruler we think it is.

In the context of hypertext criticism what is required is the recognition that when we are interpreting and critiquing a work there are similar material elements (inevitably multiple) that inhabit the work, and that while there probably cannot be right or wrong interpretations, there can certainly be better and worse. The better critiques are those that are able to identify, that is to show, what different material elements are present in a work – authorial intention could certainly be one, but only one, of these – and what they appear to be doing. Again, what they are doing is up to them, that is I am arguing that we ought to think of the work (and not it’s ‘producer’) as more or less being like a psyche in its own right and so subject to consideration in the same terms. What we interpret when we do hypertext criticism then ought to be the work, and once we recognise the work as an intending entity in itself it becomes unproblematic to acknowledge that it will, for instance, have its own unconscious, its own bits that it doesn’t know about or understand.

This has been the hallmark of deconstructive practice where the so called ‘deconstructive turn’ has always been to show how a work which thinks it is logically coherent and whole, in fact contains within itself the very terms, ideas or material expressions that render this coherence complicit with what it thinks it does not need, nor know.

However, a progressive hypertext criticism does not need the arsenal of deconstruction to legitimate itself, it simply needs to recognise that the text is the entity under consideration, and that the text as an entity in itself is simultaneously entire and incomplete. It exists as itself but of course never does so without a complex set of contextual constraints and enablers. These include what we recognise as intertextuality and authorial intent but it also includes the material resistance of code, screen, interface, bandwidth and browser space, it might also include the recalcitrance of the hypertextual object to never quite be what it desires to be.

A simple example from hypertext will, I hope, indicate what I mean by all this. In Caitlin Fisher’s “These Waves of Girls” we find a hypertext novella with a complex, noisy, rather ungainly and at times unattractive design. (I ought to point out I was a member of the selection committee that short listed entries for the Electronic Literature Organisation’s inaugural hypertext fiction prize in 2001, of which “These Waves of Girls” was the recipient.) There is a Flash credit sequence that doubles as a recurring navigational screen, tiled images, embedded frames, and 404’s which produce a carnivalesque parody of what constitutes good design, usability, and a good read.

Is it ‘bad’ design? Probably. Is it bad code? Definitely. Is the author a bad web designer, naïve, or in command and ironically gauche? Who can tell from the work, and more importantly, at what point does her intention become significant or dominant to the critical analysis of the work? It could be that she fired up her wysiwyg editor and wove away, or it could be that she carefully considered the errors as a montage of attractions and oppositions. My point is simply that the work doesn’t tell us, and it is the work that matters.

Recognising this I would argue the critic is much better placed to then critique the inadequacies of the project as realised, by providing a context for these that relates to the work itself, rather than an a priori set of conditions that it ought to meet. I am, for instance, reminded of many low budget independent films where available lighting, sync sound, and single takes are the rule, producing work that is, compared to Hollywood, ‘unprofessional’. (Or the entire tradition of using untrained actors, for example most of the oeuvre of Kenneth Loach.) Yet we have the vocabulary and the ability to contextualise and engage with this work, and recognise that Hollywood simply does not provide the terms with which to engage with the work critically. More over, like the dribbles of paint in Pollack, the best of such work embraces these constrained conditions as a positive event in or for the work – they are not films that secretly wish they had a Hollywood budget but creatively, aesthetically, critically and theoretically place themselves against such practices. To misjudge this leads to bad criticism an an inability to ‘hear’ the work.

When confronted with a work such as Fisher’s I’d argue a viable critical methodology is to ask of the work why it wants to look like a teenage girls bedroom – or it’s webbed equivalent. Or more literally, let’s think of the work as how a teenage girl might see herself, where the 404’s become something akin to that obviously enormous pimple on your nose on the morning of the prom, and the sound files scattered hither and thither remind you of the Spice Girls covers you secretly sung. Then you might develop an argument as to whether it is good or bad work, but only then.

Alternatively, Ian Haig’s “My Favourite babe: Aquatic technology” offers a similar problem. This web based new media work offers very little in the way of contextual cues as to whether it is ‘art’, ‘satire’, or a sad boy’s hypertext dream (unlike Fisher’s which at least was entered in an electronic literature competition!). Examining the source code reinforces this as it displays all the worse excesses of wysiwyg generated code – multiple empty embedded table cells, division elements and font tags. However, keeping in mind what I have suggested, a viable critical approach here is not to accept that it is bad code, bad design and so bad work, but to have the necessary vocabulary to contextualise the work, and to be able to ‘listen’ to it in such a way that it can at least be interpreted rather than merely judged – criticised rather than reviewed.

This begs the question of which elements in the work ought to be ‘listened’ to, though the answer is usually all. This includes interface, textual, graphic and media content, code, site architecture, and any other properties that you wish to draw into your critical analysis. As a discursive object all of these obviously convey intended meanings and are available for interpretation, and I would suggest that some process of interpretation is required before, rather than alongside, normative judegments of whether the particular work is good or bad.

A preliminary approach then might recognise the repeated excesses of the work, expressed in its language, graphic design, repetition, subject matter and of course the code. So, rather obviously, it is at some level a work about excess, and this excess extends ‘inwards’ into the very role of code and its relatiosnhip to its visible surface (a relation of latent to manifest texts if you like) and outwards into the textual and media economy of the web, popular culture, and into the figure of Pamela Anderson herself. Indeed, “My Favourite babe” uses what could be called ‘internet English’, a creole that I would imagine being the sort of English you would learn and use if the Internet (just as popular music, television, and film before it) was where you taught yourself how to read and write. Now this is not yet a critical analysis of Haig’s work, but already key tropes are apparent around the themes of repetition, excess, popular culture, and the slippage between appropriation, originality, and the creolisation of ‘content’ online.

As “My Favourite babe” suggests, badness is of course here a deliberate and courted aesthetic, so any judgement about the work must acknowledge the nested series of contexts this invovles – the work succeeds in its badness so is it a good work, or is it a poor example of this electronic creole antiaesthetic? The question, or problem, only makes critical sense once a critical context has been determined for and by the work.

Did Ian Haig intend this? I don’t know, and I don’t think it matters if the object is to provide a critical idiom for these works. You can only read against the grain when you know how to find the grain.

Barthes, Roland. “The Death of the Author.” Trans. Stephen Heath. Image–Music–Text. London: Flamingo, 1977. 142–8.
Fisher, Caitlin. These Waves of Girls. February 22 2001. www. Available: http://www.york.ca/caitlin/waves/. September 24 2001.
Foucault, Michel. “What Is an Author?” Trans. Donald F. Bouchard and Sherry Simon. Language, Counter-Memory, Practice: Selected Essays and Interviews. Ithaca: Cornell University Press, 1977. 113-38.
Gadamer, Hans–Georg. Philosophical Hermeneutics. Trans. David E. Linge. Berkeley: University of California Press, 1976.
Haig, Ian. “My Favourite babe: Aquatic technology”. http://media-arts.rmit.edu.au:16080/Ian_Haig/babe/. 2002. August 22 2002.

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Reviewing Versus Criticising

Original Citation:
Miles, Adrian. “Reviewing Versus Criticism.” Journal of Digital Information 3.3 (2003).

An archive of all the essays that made up the special issue on hypertext criticism, that this was a contribution to, is available at http://journals.tdl.org/jodi/article/view/117

Reviewing Versus Criticism

The third and final contribution I made to an issue of the Journal of Digital Information dedicated to hypertext criticism. In this brief essay I try to describe the difference between reviewing and critique and advocates for an applied critical analysis of hypertexts. (Which remains to be realised.)

Reviewing versus Criticism

Writing on specific hypertext titles appears to have commonly confused reviewing with criticism. These are two distinct though complementary genres and each ought to have quite individuated aims and objects.

Reviewing is largely a task of consumer advocacy, it introduces and discusses any particular work in a manner that indicates to possible readers whether or not they may enjoy the work. This reviewing role is the dominant form of arts writing in journalism, in particular the broadsheet press, and generally emphasises the reviewer’s opinion of the merits of the work. Unfortunately, this has been the dominant form of ‘analysis’ in regards to individual hypertext titles in the commonly read and available published literature, with the notable exceptions of Gaggi’s (1997) chapter on Moulthrop’s (1991) “Victory Garden”, and Douglas’ (2000) sustained consideration of Joyce’s (1987)“Afternoon”.

(As a counter example consider Cubitt’s (1998) erudite “Digital Aesthetics” which opens with a discussion of hypertext that also takes “Victory Garden” as its object. It is quickly apparent that the “Victory Garden” discussed is not the published Storyspace “Victory Garden” but some sort of Webbed avatar. This mars an otherwise exemplary critical text, but the assumption that hypertext is or only appears in HTML is common.)

Criticism, on the other hand, is largely the preserve of academic writing, and in current hypertext practice this rarely appears to focus on an individual text, preferring to make general claims about hypertext and fiction. Where it does deal with specific titles such work tends to offer complex narratological analyses that tell us much about the formal properties of hypertext fiction, but little about what any particular hypertext fiction might be about, what it might mean, or its purpose. (I await the arrival of Hayle’s (forthcoming) “Writing Machines” with interest in this regard.)

This is not an argument for legitimating authorial intent, but is an argument for the necessity of recognising that a major problem in the reception and understanding of hypertext has been that there are very few examples of applied critical writing. This means that for the aspiring hypertext critic there are few extant models of what hypertext criticism might look like — for a group of undergraduate students what writing could I show them that illustrates how you can analyse and explore what a hypertext fiction might do and why? This is not an issue when writing about literature, poetry, cinema, or television. Rather conservatively I often find myself referring to Auerbach’s (1974) “Mimesis” as an exemplar, or in a more contemporary vein Foucault’s (1970) essay on Velasquez. Both examples combine a sustained theoretical contextualisation with an almost Ricourean concern with the horizon provoked by the Other.

As hypertext critics we are cobbled by the lack of examples of such simple things as what an individual hypertext might mean. This compounds the problem for future readers, and if we can’t work out how and what to write to model what a hypertext means, in a simple hermeneutic sense, we can hardly complain that readers don’t ‘get’ it.

Auerbach, Erich. Mimesis: The Representation of Reality in Western Literature. Trans. Willard R. Trask. Princeton: Princeton University Press, 1974.
Cubitt, Sean. Digital Aesthetics. London: Sage Publications, 1998.
Douglas, J. Yellowlees. The End of Books — or Books without End?: Reading Interactive Narratives. Ann Arbor: University of Michigan Press, 2000.
Foucault, Michel. “Las Meninas.” The Order of Things: An Archaeology of the Human Sciences. London: Tavistock Publications, 1970. 3-16.
Gaggi, Silvio. From Text to Hypertext: Decentering the Subject in Fiction, Film, the Visual Arts, and Electronic Media. Penn Studies in Contemporary American Fiction. Ed. Emory Elliott. Philadelphia: University of Pennsylvania Press, 1997.
Hayles, N. Katherine. Writing Machines. Boston: MIT Press. Forthcoming.
Joyce, Michael. Afternoon: A Story. Watertown (MA): Eastgate Systems, 1987.
Moulthrop, Stuart. Victory Garden. Watertown (MA): Eastgate Systems, 1991.

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Blogs: Distributed Documentaries of the Everyday

Original Citation:
Miles, Adrian. “Blogs: Distributed Documentaries of the Everyday.” Metro.143 (2005): 66-70.

Blogs: Distributed Documentaries of the Everyday

What the average citizen needs is not a steady stream of facts, passed on by organizations fearful of going out on a limb, but interpretation, which might in other arguments be called editorialising, persuasion, orientation, ideology, propaganda, or, as here, representation.

What is a blog?

A blog is an Internet based, personal publishing system. It is different to writing traditional homepages, or managing personal web sites because these activities generally require pages to be written individually using specific software, the individual management of links, individual design across all pages, and the development of relatively sophisticated understandings of information architecture, style sheets (and style sheets have only become a recent option), and so on. However, even with these simple procedures, site maintenance of home pages and personal web sites was time consuming and ‘good’ sites required a lot of technical knowledge. Then blogs came along.

Blogs use what is called a Content Management Systems (CMS) to author, build and maintain content. A CMS is not used to produce single web pages, but as its name implies, allows the management of content across an entire site. Blogs generally store content within a database, which exits separately from its Web pages and republishes the entire site into new Web pages each time a change is made. This makes it simple to redesign your entire site, because everything is now template driven: change your templates, republish, and every single page in your site now expresses your new design and includes new content. No more changing by hand ten, 100, or even a 1000 pages.

Furthermore, blog systems have automated most of the simple ‘information architecture’, access, and design problems that we face when wanting to maintain content online. This has been achieved through the development of various conventions within blogs, and any standard blog engine will adopt these features. For example, blogs recognize that online content is generically volatile and dynamic. The front page of a blog is therefore expected to routinely change as new posts are made. However, blog architecture also understands that all material needs to be permanently available so that it can be linked to and found in the future. This ‘linking to’ is after all what binds the Web together (it isn’t called the Web for nothing). Blogs have developed the convention of a permalink, which is attached to each post on the front page, and indicates the permanent URL for each entry. This permalink is automatically generated for each blog post, and allows others to locate the permanent address of individual entries, facilitating future reading.

In addition blogs, much like the diary that is one of its antecedents, automatically archives each entry according to date and time of publication. It may also include individual posts within themed archives as well. Blogs usually have an option allowing public comments on individual posts, provide a search engine to find specific content, and let you modify and customize each of these features. Finally, most modern blogs support a function called ‘trackback’. Trackback ensures that if someone else writes a blog post specifically mentioning your blog post, then your blog will know about it. Trackback is achieved by all sorts of ‘invisible’ communications going on behind the scenes between various blogs. This ‘back end’ communication is one of the key aspects that have allowed blogs to grow as a genre, as it helps provide the glue that binds all these pieces into loose affiliations. Unlike a diary, a blog is not thought of as an individual site, but as a discursive event that participates in a collection of relations to other sites, and other people. It is a writing that binds parts into wholes as blogs are not only a collection of fragments within one site but also participate in network ecologies. The relations established between blogs (as evidenced in individual blogrolls) and between posts (evidenced via commentary across blogs), is fundamental to the genre. It is a distributed, networked writing and reading practice.

This adds up to a lot of sophisticated technology, something that most of us simply wouldn’t have the skills, time or resources to make. Blogs are not in themselves particularly complicated, but rather, a very good implementation of a very good idea. As a result, blogs have blossomed into a significant genre. They have recognized that content online should consist of small idea based chunks. This content can be written in a variety of styles and voices, should be readily accessible using existing technology, and is about weaving connections, pathways, and commentary between distributed parts.

While the technical infrastructure of blogging is crucial to the genre, and has materially informed and defined many of the key aspects of blogging praxis, the blogs’ over riding governing discursive quality is the manner in which it is embodied within the life world of its author. This is what brings blogs into the orbit of documentary, a connection which to date has probably been most strongly expressed in the recognized affinity between blogs and journalism. However, while quite a few journalists maintain blogs, and there have been several prominent news ‘effects’ attributed to blogs, this relationship is determined more particularly by the manner in which blogs utilize indexical markers and verisimilitude to participate in the economics of representation that is common to documentary.

Blogs As Documentary

Published in 1991, Bill Nichols’ Representing Reality remains a canonical work in relation to documentary. It provides a strong definition of documentary practice that pays particular attention to the implications of structuralist and poststructuralist theory. Nichols’ argues that documentary utilizes an indexical medium to make claims about the world that are subject to verisimilitude, and that the form exhibits a groundedness in ‘the’ world that is subject to numerous discursive contexts that are not only an attribute of film’s indexicality. These relations of context, indexicality, and verisimilitude will also be made for the documentary economy of blogs.

My interest in exploring the relation of documentary to blogs is twofold. On the one hand, literary and cultural theory, while sophisticated, does not provide a very good heuristic for considering non-fiction work. In fact, the contrary is probably generally the case, since much of this theoretical work has tended to concentrate on demonstrating the fictional tropes present in non-fiction, and therefore the illegitimacy of general claims for ‘truth’ or ‘objectivity’ in traditional non-fiction forms. In cinema studies, documentary theory provides ways through such theoretical impasses, and it is hoped that similar methodologies will be useful to engage with blogs as non–fiction practice.

On the other hand, it is clear that as blogs become increasingly media rich they will offer new forms of web based documentary practice. Having a theoretical methodology that recognizes the affinities between what has been generally understand as a literary genre, and an existing audiovisual documentary practice, may assist in the critical and creative development of these emerging genres.

Modes of Documentary

It would be relatively easy to demonstrate an affinity between documentary and blogs via the modes of documentary that Nichols defines. For example, the four dominant representational modes of documentary: expository, observational, interactive and reflexive, and the characteristics of each, are clearly attributable to blogs in general. However, blogs depart from this typology in typically combining all of these modes within a single ‘text’. While some blogs could be seen to tend towards a specific mode (for example political opinion blogs are probably more expository than reflexive), as a hypertextual and networked genre, a blog will routinely entertain all four modes. This is not a zero sum game of theory where blogs become a catch-all theoretical category, but is rather the expression of the polyvocality that network cultures and literacies afford discursive praxis.

Blogs emphasize this plurality and it forms a basic condition of the genre. This is as much a product of the formal material qualities of blogging — a ‘document’ made up of irregular fragments — as of its historical location at the end of the ‘late age of print’. Modes, in Nichols’ definition, are no longer that which separates works, but are now accommodated within genres that anticipate, recognize, and authorize the continual mixing and recombination of these modes. Not only does this describe blogs, but it would also be a reasonable description of contemporary post–whatever documentary practice.

Index, quotidian, verisimilitude

Documentary arose with the advent of appropriate technologies of record. Today, we are considerably more sophisticated in our understanding of the relations between images (analog or digital), what they purport to represent, and what they may mean. However, what appears untroubled by this discursive complexity is the continuing desire to engage with the world in meaningful and significant ways through the agency of non-fiction. The world is increasingly recorded and replayed, in numerous and volatile contexts. While the ‘objectivity’ of this indexical record is no longer assured, or even particularly relevant, the ability and desire to engage with the world and to then author identity experientially in such contexts, appears as the benchmark for ‘prosumer’ technologies. It is also their potential.

The distinction between consumption and production in this context traces a line between each of these points. At one end is the consuming individual, satisfied with the minor spectacle of their own media production. At the other end is the authoring individual, allowing these tools to be interrogated by, and to interrogate these technologies, via the shift from analog consumption to the pluralities of digital authoring and reproduction. Blogs are located in the threshold between these two points. It is the difference between situating the self as participant in and of the simulacra, versus the possibility of experiential and individuated modes of engagement. It is a writing in, versus a written by.

What is apparent in these new constellations of recording–as–writing, or recording–as–rewriting, is that a groundedness in the world remains. For example, in their everyday use, outside of the realm of the professional media industries, these technologies are used primarily as apparatuses of the everyday. They are used to document the quotidian of the consumer, but in this digital moment, also become amenable to appropriation for uses along or outside of existing media institutions. In other words, these reproductive technologies support the rise of alternative media practices and genres, where their common feature is a change from reproduction to configuration; that is a writing with.

These practices are qualitatively different to pre–digital media use, where authoring was largely constrained to methods of record (photographing being the major form), and the writing of more complex media forms was the preserve of media industries. Blogs are clearly a participant within this change, where the most popular of media, that is writing, has mutated into a discursive practice that exists in an indifferent relation to existing media forms. Hence blogs, like contemporary digital technologies in general, herald and facilitate a return to broader technologies of writing. Such practices, while amenable to fictional genres, also orientate themselves towards the world in a desire to make claims of, or to document this world. An indexical intent is expressed within these new technologies of writing.

This is a key intersection between documentary and blogs. Documentary appropriates the agency granted by the indexical to facilitate the claims it desires to make. Likewise, blogs have embedded within their generic methodology, networked specific indexical ‘markers’. Blogs emphasize an indexical relation between author and world, between what is written and the world. This is not to ignore or discount the regular appearance of subjective writing within blogs. Rather, it is a recognition that blogs ordinarily regard such subjective writing as a consequence of their groundedness in the world of the individual author, which is what separates such entries and the larger genre in general from fiction.

Just as there are subjective and essayist documentaries, which in no way lessens their status as documentaries, blogs not only accommodate but privilege the subjective engagement of individuals with or in the world. Indexicality in this context appears not as a literal condition of a recording medium but via the elements that surround and are included in blogs. Blogs generically include a viable email address, a descriptive paragraph (or link to a biographical homepage), links to other blogs that constitute a discursive community, and the use of textual markers such as proper names, geographical locations, and date and time stamps. As with the supplement of the signature, these ‘collateral’ indexical markers operate as a naïve authenticity, but they also provide that verisimilitude which is an engagement with the world.

This ‘everydayness’ of blogging grounds practice in the lifeworld of the writer, and tends to assist in legitimating the blog in terms of its purchase upon the world. The claim that blogs are documentary-like because they express authentic voices could be viewed as idealistic, but that would be to misread the argument. More simply, blogs routinely contain linguistic, extra–diegetic markers which have the effect of locating the blog, and blogs in general, in the world. The notion of authenticity here is related to the indexical markers described, so that these textual markers operate much like the analog indexical relations evident in film. This is not to overstate the point, but is to insist that when a blogger mentions a place, time, or person, such places, events and people do exist. What is of interest here is not the possibility or impossibility of textual markers grounding such authenticity, but the desire within this environment for such rhetorical and material practices to develop.

Again, this brings blogs close to documentary in their mutual desire to demonstrate connectedness to the world. This is not the same as saying they are objective statements about the world, nor that they are true in the factual sense. But they are making truth claims, and like documentary, blogs have developed an argot that assists in grounding and legitimating these claims. The point is not how secure such actions may be, but simply that both expend considerable semiotic or discursive energy in the obligation to do this.

These textual markers are a form of verisimilitude. This is the economy of documentary argument where, as Nichols’ demonstrates, the documentary ‘effect’ is less a product of the indexicality of the image than a series of contexts that are employed, and read, granting purchase within the world. This purchase is not factual in the quaint sense of being objective, but is understood to be a view about the world that is evidentiary, representational and argumentative. They are claims made about the world and as such are subject to contestation, but they do nevertheless remain claims about the known, or a knowable world.

It would appear then that documentary and blogs share similar representational economies in their engagement with the world. While blogs appear to be more personal than documentary, this does not discount the connection between them. However, the affinity is perhaps more significant not merely because we can demonstrate that both make arguments about the world (all non- fiction does this after all), but that the manner in which this is conducted bears specific and shared formal qualities. In other words, it is productive to consider blogs not so much as a form of non-fiction writing but as a networked documentary practice. What documentary and blogs have in common is the development of specific rhetorical and representational strategies to legitimate themselves as non-fiction. These strategies involve more than the propositional phrases common to non-fiction writing, and extend into specific ways of indicating and grounding themselves within the world. In documentary film, this might be as simple as relying upon the indexicality that is the excess of analog recording media. In blogs, these strategies include proper names and network specific markers (such as email addresses) that attempt to secure the blog in its verisimilitude.

This is why blogs have so rapidly adopted, or been co–opted by, existing recording media, including photos (photoblogs), audio (audioblogs), and video (videoblogs). The accelerating movement of blogs into mixed media is not because blogs facilitate the distribution of these expressive forms, but because they are an immanent medium of record, argument, and representation.

Documentary blogs

Blogs propose a non-fiction, media rich practice that provides a viable model for network specific documentary practice. In this model it is apparent that existing work flows of preproduction, production, exhibition and distribution are irrelevant. In networked writing and production, the distance between creating or doing the work and its dissemination is radically diminished. Additionally, the problem of distribution and exhibition shifts from one of where to exhibit, to ensuring sufficient bandwidth to support possible audiences. The idea of audience now changes. These documentary blogs would now be constituted by small parts that can be interconnected, generally by other practitioners.

The documentary ‘work’ now emerges from the relations established internally and externally by this broader documentary community. Similarly, the use of syndication, now a significant feature of blogs, might allow individual documentary authors to produce subscription ‘feeds’ about specific content. This can be done across a range of different documentary blogs, and individual feeds are then aggregated in a single web page. In other words, there could be multiple documentaries, made up of multiple parts, with multiple author–producers, each syndicated and then collected within a different networked location. These feeds can contain text, image, sound and video. Imagine a documentary that consisted of such video fragments, with descriptive metadata that could be reconnected in multiple contexts.

An example is provided by podcasting, a blog technology that has developed recently. Podcasting is where audio content (for example interviews) is self-produced and published via a blog. Where it departs from being the usual audioblog is that a specific RSS feed is generated from the blog that includes pointers to the audio entries. Client software, similar to an email client, is used to subscribe to these syndicated feeds. Relevant audio files are automatically downloaded to your computer, and in some cases synchronized to your iPod for listening on demand. In the case of podcasting, a grass roots audio documentary and music practice is developing that allows work to be easily distributed and consumed using existing portable audio devices. This is already suggesting interesting possibilities for alternative radiographic and audio–documentaries, particularly in terms of production and distribution. Similar systems are currently under development for video distribution and aggregation.

Another example is offered by the recent development of flickr.com , a networked photo sharing and cataloguing CMS. In this system, each subscriber is able to post photographs, include metadata, and it produces individual RSS feeds. This allows you to place your photo album within an existing blog, to search for photos according to tags and to aggregate content. Using flickr and RSS, it is possible to view on a daily basis, all new photos for any given tag. At the time of writing, a search for ‘Melbourne’ indicates that there are 434 photos. I can view this online as a slide show or subscribe to this via RSS. By subscribing, I could then embed this visual content into other web pages, or simply view the material via a RSS client.

The work in each of these examples is produced by individuals and distributed globally. The content is unedited, in all senses of the term, and it should be apparent how communities of interest and new connectivities may emerge from these processes. These developments pose exciting futures for documentary practice because the same activities can be accomplished using video content. Imagine shooting brief video sequences, editing and publishing them electronically, and then distributing and aggregating this content. What kinds of documentary could be made if content is separated by place, produced by individuals distributed in time, and able to be aggregated according to specific themes in varying combination? Is it still documentary? Of course. Does it have a director? Not really.

This imagined, micro documentary practice, where the medium of production, distribution and publication allows these micro documentaries to be collected and presented more or less ‘together’, would express significant differences in tone, content, style, manner and engagement within the individual works. Such a project would be blog-like, and would be a combination of individual works that may be primarily expository, observational, interactive or reflexive (to borrow Nichols’ terms). But the experience of the work, as the collection of these separate parts, would clearly be of a plural, mixed mode genre and discourse.

At such a moment, documentary has shifted from being mediacentric (video or film for example) and fixed (in length, format, location and so on), towards being networked, open, pluralist, polyvalent and dialogic. This is the threshold we face today. While existing media forms will continue and even thrive, it should be obvious that these technologies afford new genres, styles, and methodologies. This future needs to be created. It offers an alternative documentary practice that is, to borrow some rather fashionable intellectual argot, nomadic, deterritorialised, and smooth. It awaits invention.

Adrian Miles teaches in Media at RMIT University and is involved in practice based video blog research.

References

‘Apple – ilife.’ Apple, 2004. http://www.apple.com/ilife/. Accessed October 17 2004.
Biemann, Ursula, ed. Stuff It: The Video Essay in the Digital Age, Edition Voldemeer, Zurich, 2003.
Geitgey, Adam, ‘The Kaycee Nicole (Swenson) Faq,’ Rootnode.org: Music Magazine and Community, http:// www.rootnode.org/article.php~sid=26, Accessed October 17
Hoem, Jon, ‘Videoblogs As Collective Documentary,’ Diablog, http://infodesign.no/diablog/index.php?p=190&more=1, Accessed October 21, 2004, Kinberg, Joshua, ‘Vipodder.Org’, http://www.vipodder.org, Accessed October 26, 2004
Landow, George, Hypertext 2.0: The Convergence of Contemporary Critical Theory and Technology, John Hopkins University Press, Baltimore, 1997
Miles, Adrian, ‘Podcasting and Vogcasting’ Vlog 2.1, http:// hypertext.rmit.edu.au/vog/vlog/vlog_archive/000488.html, Accessed October 21, 2004
Moulthrop, Stuart. ‘From Work to Play: Molecular Culture in the Time of Deadly Games.’ First Person: New Media as Story, Performance, and Game. Eds. Noah Wardrip-Fruin and Pat Harrigan. MIT Press, Cambridge, 2004. pp. 56-69.
Nichols, Bill, Introduction to Documentary, Indiana University Press, Bloomington, 2001.
Nichols, Bill, Representing Reality: Issues and Concepts in Documentary, Indiana University Press, Bloomington, 1991.
Ong, Walter J. Orality and Literacy: The Technologizing of the Word, Ed. Terence Hawkes, Methuen, London, 1982.
Weinberger, David. Small Pieces Loosely Joined: A Unified Theory of the Web. Perseus Books, New York, 2002.

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