grOnk magazine, fifth series: issues 1, 2, 3, 4, 5, 6, 8 (part 7)

In honour of the exhibit “Letters: Michael Morris and Concrete Poetry” and the accompanying symposium on concrete poetry hosted by the University of British Columbia’s Belkin Gallery, I’ve digitized the fifth series of grOnk magazine (issues 1, 2, 3, 4, 5, 6, and 8).

I’m afraid most of these pieces are undated, including the newsletter (“END OF AUGUST GIANT grOnk MAILOUT”) which accompanied the package of grOnks bpNichol mailed out along with the first four issues of this fifth series as well as the fourth issue of the fourth series, David Aylward’s “WAR AGAINST THE ASPS.” Most fascinating to me about the newsletter is the brief editorial by bp that appears on the second page which makes the argument, once again, for how most of the wonderful oddities and ephemera published by Ganglia Press as part of grOnk magazine were intensely invested in the materiality of writing, publication, as well as a kind of distribution that acted much like a social network does today: it attempted to connect an international community of like-minded readers/practitioners as quickly and immediately as Canada Post could deliver the mail-outs.

The first issue of the fifth series (pdf here) – also the second issue of the other journal project, synapsis, bp was involved in – is titled the “runcible spoon special CANADIAN international number.” It includes small, typewritten poems and prose by Paul Dutton, Hart Broudy, Nicholas Zurbrugg, Scott Lawrence, Andrew Suknaski, bpNichol, Barry McKinnon, Gary Fogarty, Belgian writer Ivo Vroom, Dezso Huba, and Dave Phillips.

The second issue (pdf here) features “a reduced & somewhat modified version of an early section” from Steve McCaffery’s tour de force typestract, Carnival. This is the only place I’ve seen McCaffery describe Carnival as a “random purpose construct at present of an unspecified size” whose total idea is “for a phonetic semantic allegory.”

The third issue (pdf here) is a small, stapled booklet of minimalist typewriter poems, Wourneys by David Aylward:

 

The fourth issue (pdf here) is Something in by Martina Clinton, who Nichol describes on the back-cover as “one of the foremost radicals in the early stages of the Vancouver poetry Renaissance.”

 

 The fifth issue (pdf here) is, as Nichol puts it, “an attempt at integration and keeping in touch…..consisting of this special one shot issue devoted entirely to new notes and featuring excerpts from books mentioned plus a peek at coming attractions.”

The sixth issue (pdf here) is a tiny, funny booklet (that progresses from back to front) simply titled “CAT” with cartoon-like sketches of “cat from behind” (appearing on the back-side of the first page, it is as if the booklet is the cat, moving from position to position), “cat from side,” etc.

The eighth issue (pdf here), “REGARDEZ LA REVOLUTION en MARCHE: a collection of documents from France” consists of two double-sided sheets of poster-sized paper, folded in half and stapled. It is, I assume, a record of some of the street-based poetry work that was being done throughout 1968 and it includes a fascinating announcement by Juliene Blaine that the “Night and Day Awakeners” have decided “1) to give up the book and its family: record, tape, photograph, film, etc 2) to give up the object and its family: painting, sculpture, machinery, environment, etc 3) to give up the show and its family: theatre, circus, event, happening, etc…and to apply to reality the new methods of transformation formerly situated at the language level.”

> See also grOnk magazine: Canadian Concrete Poetry 1967-1988 (Part 1)

> See also bpNichol’s “Singing Hands Series”: Canadian Concrete Poetry 1966 (Part 2)

> See also grOnk magazine: first and second series 1967 – 1970 (Part 3)

> See also grOnk magazine: third series, issue 1 1969 (part 4)

> See also grOnk magazine: third series, issues 3, 4, 7, 8 1969 (part 5)

> See also grOnk magazine, fourth series: issues 1, 2, 3, 4, 6, 7 1968-1971 (part 6)


grOnk magazine, fourth series: issues 1, 2, 3, 4, 6, 7 1968-1971 (part 6)

I am nearly halfway finished digitizing the issues of grOnk magazine that Nelson Ball gave me. In this installment: the fourth series which includes work (from 1968 through 1971) by David UU, Hart Broudy, David Aylward, Joseph di Donato, Andrew Suknaski, and Earle Birney. Once again, given the unique materiality of all these pieces of varying sizes, shapes, colours and textures, I urge you to look at the originals wherever possible.

The first issue of the fourth series, David UU‘s (or David W. Harris) MOTION/PICTURES, was published in March 1969 in an edition of 300 copies. At this point, UU was a co-editor of grOnk along with Nichol and bill bissett. MOTION/PICTURES, sheets of 8.5 x 11 paper stapled together, is wrapped in a red card-stock cover featuring collage work by UU. Most curious for me is the copyright page which lists other books by UU, including poems published by Ganglia Press in 1966 which were “destroyed at authors request” and a collection AMERICANCROSS which was “suppressed by american authorities” in 1966.

The second issue features four gorgeous typewriter concrete poems – titled “C POEMS” – on cream coloured card stock by Hart Broudy. It’s not clear what year this was published. All poems (with the exception of the cover-art on the outside of the envelope which seems to have been made with letraset) have been constructed with the letter ‘c’, occasionally ‘l’ and a few punctuation marks.

The third issue is Earle Birney’s PNOMES JUKOLLAGES & OTHER STUNZAS which was published in November 1969 in an edition of 400 copies. As Nichol writes in the introduction to this collection of work by Birney, “this is an introduction to a section of earle’s work which has been termed ‘experimental’ by every review & critical article i’ve read.” Below is an image of “PNOME,” just one of twelve items in the envelope for this third issue:

The materials included in this envelope of work by Birney are so various that I decided to digitize them all separately. They are listed below in the order in which they are listed in the list of contents – take particular note of “SPACE CONQUEST: COMPUTER POEM” which Birney created in February 1968; “lines chosen from 1066 5-syllable lines supplied by a computer programmed to a random order of the words composing Meredith’s ‘Lucifer in Starlight’ and Macleish’s ‘End of the World.’ Printed on an IBM/360 Computer.”

The fourth issue is David Aylward’s concrete poem(s) THE WAR AGAINST THE ASPS, published in 1968 on sheets of 8.5 x 11 paper folded lengthwise.

The sixth issue features visual work (on single sheets of 8.5 x 11 card stock stapled together three times) by Joseph di Donato – work that is simply titled on the cover “gronkreadingwritingseriesnumber6.” I am speculating the work was created with a combination of drawing and letraset.

Finally, the seventh issue features Andrew Suknaski’s ROSE WAY IN THE EAST – hand-drawn, ideogram-inspired poems that were published in 1971 as single sheets of 8.5 x 11 paper in an envelope.

> See also grOnk magazine: Canadian Concrete Poetry 1967-1988 (Part 1)

> See also bpNichol’s “Singing Hands Series”: Canadian Concrete Poetry 1966 (Part 2)

> See also grOnk magazine: first and second series 1967 – 1970 (Part 3)

> See also grOnk magazine: third series, issue 1 1969 (part 4)

> See also grOnk magazine: third series, issues 3, 4, 7, 8 1969 (part 5)


Activist Media Poetics: Electronic Literature Against the Interface-free (MLA 2012)

Below is the text of the paper I delivered at MLA 2012 in Seattle, WA. It was part of the special session I organized on E-literature and the interface; you can find summaries of papers delivered by Dene Grigar, Mark Sample, and Stephanie Strickland/Marjorie Luesebrink here. The full text of Mark Sample’s paper, “Strange Rain and the Poetics of Motion and Touch,” is now available here.

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For the last year or two I’ve been focusing most of my research and writing on the notion of ‘interface’ – a technology, whether book or screen, that is the intermediary layer between reader and writing. What I’ve found is that ‘interface’ gives us a wedge to approach the broad and complex question of how the reading and writing of poetry have changed in the digital age and how the digital age has in turn changed the way in which we understand what I call “bookbound” poetry. It seems to me that a discussion of digital poetry in terms of interface – a discussion whose methodology is driven by the field of Media Archaeology – could be a crucial intervention into both poetry/poetics and media studies in that it meshes these fields together to 1) make visible the Human-Computer interfaces we take for granted everyday; and 2) to frame certain works of electronic literature as instances of activist media poetics.

In part influenced by the so-called “Berlin school of media studies” that has grown out of Friedrich Kittler’s new media approach, Media Archaeology is invested in both recovering the analog ancestors of the digital and reading the digital back into the analog. And so the argument I keep trying to make is this:  nineteenth-century fascicles as much as mid-twentieth century typewriters and later-twentieth century digital computers are now slowly but surely revealing themselves not just as media but as media whose functioning depends on interfaces that fundamentally frame what can and cannot be said. I am, then, trying to move the definition of “interface” outside its conventional HCI-based usage (in which interface is usually defined as the intermediary layer between a user and a digital computer or computer program) and apply it to writing media more broadly to mean the layer between reader and any given writing medium which allows the reader to interact with the text itself. Moving the fields of HCI and literary studies closer together through a simple widening of the term “interface” does not just signal a mere shift in terminology. Instead, my sense is that a hybridizing of the two fields helps to move the study of electronic literature into the post-Marshall McLuhan, enabling us to go beyond repeatedly pointing out how the medium is the message and take up Katherine Hayles’ well-received injunction for “media-specific analysis” to get at not just particular media, but particularities such as the interface in the individual media instantiations of e-literature.

It also seems to me that an attention to interface – again, made possible through attention to certain works of e-literature – is a crucial tool in our arsenal against a receding present…by which I mean without attention to the ways in which present and past writing interfaces frame what can and cannot be said, the contemporary computing industry will only continue un-checked in its accelerating drive to achieve perfect invisibility through mulit-touch, so-called Natural User Interfaces, and ubiquitous computing devices. My sense is that the computing industry desires nothing more than to efface the interface altogether and so also efface our ability to read let alone write the interface.

One example of such effacement that I like draw on comes from one of the most well-known unveilings of a multitouch interface, during which creator Jeff Han proudly declares that “there’s no instruction manual, the interface just sort of disappears.” Another example comes from the Natural User Interface Group who define NUI as “an emerging concept in Human/Computer Interaction that refers to a interface that is effectively invisible, or becomes invisible to its user with successive learned interactions;” and they use “natural” to mean “organic, unthinking, prompted by instinct.” But just whose instinct is directing the shape of these interfaces? Or, more to the point, why would we – as users as much as creators or writers – want our interactions with interfaces to be “unthinking” so that we have no sense of how the interface works on us, delimiting reading, writing, even thinking? And on this note, I can’t help but to point out that the recent elevation of Steve Jobs to the status of a leftist folk hero comparable to Bob Dylan only underscores the necessity of any work, literary or otherwise, that reveals the ideology of the user-friendly for what it is – what blogger Sarah Leonard calls Jobs’ philosophy of “Paint it White”: as she tellingly points out, “Those iPads sure are frictionless fun unless, it turns out, you happen to inhale while you’re manufacturing them.”

I think that one of the mainstays of innovative writing over the last century has not only been an active engagement with form but also, perhaps more importantly, an engagement with hacking writing interfaces – an approach that treats both writing and media-specific interface as process and product, the two unavoidably intertwined. It is a ‘hacking’ not in the more recent colloquial sense of illegally bypassing computer security mechanisms but rather hacking in its earlier (perhaps original) sense, embodied by the computer hobbyists of the Homebrew Computer Club from the 70s and early 80s who were invested in the communal enterprise of open-source DIY computing. Hacking in this sense has been usefully re-enlivened by Mackenzie Wark who describes it in terms of the activities of class of people who “create the possibility of new things entering the world” (004) and whose slogan is “…not the workers of the world united, but the workings of the world untied” (006).

And so electronic literature’s response to the increasing prevalence of invisible interfaces that prevent any kind of making or doing beyond those surface-level activities which are strictly delimited by the interface: the introduction of an element of failure in digital writing and writing interfaces to turn our attention back to both as, again, process and product. In other words, at the heart of the most provocative and the most successful works of e-literature lies a poetics of failure; that is, by hacking, breaking, or simply making access difficult, they work against the way in which digital media and their interfaces are becoming increasingly invisible – even while these interfaces also increasingly define what and how we read/write. Such an approach is nicely framed as the daring path of the activist by Media Archaeology theorist Siegfried Zielinski:

Few activists…take the more daring path of exploring certain points of the media system in such a way that throws established syntax into a state of agitation. This is poetic praxis in the strict sense that the magical realist Bruno Schulz of Poland understood it: “If art is only supposed to confirm what has been determined for as long as anyone can remember, then one doesn’t need it. Its role is to be a probe that is let down into the unknown. The artist is a device that registers processes taking place in the depths where values are created.” (256)

It is, then, precisely against this unthinking celebration of the value of the user-friendly, against this troubling move toward transparent or invisible computing, that digital writers such as Judd Morrissey create texts such as “The Jew’s Daughter” – a work in which readers are invited to click on hyperlinks embedded in the narrative text, links which do not lead anywhere so much as they unpredictably change some portion of the text before our eyes. It is a work that unties the workings of the hyperlinked web interface whose structure more and more seems to be driven by the belief that clicking is an empowering act of identity-formation, one that emboldens us to access more meaningful information and so become active learners and producers of knowledge…when in fact clicking most often simply takes us to something other, and yet other -  with most of these clicks carefully monitored by your favorite search engine that then conveniently sells you back to yourself. Clicking is to empowerment what Steve Jobs is to Bob Dylan.

Young-Hae Chang Heavy Industries also have become infamous for their refusal to incorporate interactivity into their works – interactivity which, again, is at the heart of the ideology of the user-friendly. In fact, they reframe their refusal of interactivity in their work as providing the reader with the ultimate control: to in fact click AWAY. They state in an interview from 2005: “the spectator is far from powerless. She is still the one who decides whether or not she will watch the piece, or having clicked on it, whether she’ll click away from it. That’s the same power that she has when she considers any other art and literature. Clicking away is one of the essences of the Internet. It’s no different from deleting. It’s rejection, it’s saying ‘no.’ That’s ultimate power.” But it still seems to me that taking a lack of interactivity to such an extreme that it demands the spectator reject the work altogether is a significantly different gesture, one which throws us back on ourselves, than the mindless/endless clicking that determines most interactions on the Web.

Likewise working against the clean, “natural,” and transparent interface of the Web, in many of Jason Nelson’s game poems, he hybridizes interactive art/video-game/poem to self-consciously embrace a hand-drawn, hand-written, messy, dissonant aesthetic while deliberately undoing videogame conventions (of accumulation, progress, winning/losing, clear moral victories, immersion) through a nonsensical point-system and mechanisms that ensure the most a player ever wins is, for example, a bizarre home video feature Nelson playing with action figures in his kitchen.

With electronic literature framed as one which “throws established syntax into a state of agitation” insofar as it gives an account of the normally invisible, the taken-for-granted that nonetheless defines what can be said, then the unsettling, non-linear work by Judd Morrissey, Young-Hae Chang, and Jason Nelson which also defies close-reading and easy subsumption into any interpretative framework, is activist media poetry par excellence. And, to me, works such as these put forward an argument for the importance of electronic literature as an intervening force in the computing industry’s push to not just push on toward gestural interfaces and ubiquitous computing, but to computing interfaces that work by “reading your mind” or reading electrical brain activity without us having to take any physical action. As the engineers at IBM’s Smarter Planet Initiative declare with the kind of wondrous hush typical of a Steve Jobs-esque unveiling of the unthinkable: “If you just need to think about calling someone, it happens. Or you can control the cursor on a computer screen just by thinking about where you want to move it.”


grOnk magazine: third series, issues 3, 4, 7, 8 1969 (part 5)

After taking a brief hiatus from digitizing the issues of grOnk magazine that Nelson Ball so generously donated to me, I’m happy to present to you here the rest of the third series of grOnk, published by bpNichol mostly throughout 1969. While there are eight issues in this series, I only have issue 1 (available here), 3,4, 7, and 8.

Issue 3 consists of Phone Book, by Gerry Gilbert, with a found prose insert (I assume also by Gerry Gilbert but, as jwcurry points out in a comment to this post, it could just have easily have been included by bpNichol. The Gerry Carrier was a brand-name for, of course, a carrier). Phone Book is a typewritten book of poetry published in association with Nelson Balls’ Weed Flower Press in 1969. The cover design is by the painter Barbara Caruso, with whom Nichol worked collaboratively on a number of occasions (the most stunning, beautiful example is, in my opinion, The Adventures of Milt the Morph in Colour).

Issue 4 is another typewritten, concrete poetry-esque collection: Nelson Ball’s Force Movements. The digitized version I’ve made available here is actually a second edition, slightly revised, that Curvd H&z published in November 1990. It was first published by Ganglia Press as grOnk 3:4 in July 1969.

Issue 7 is a long, narrow, typewriter-concrete poem Sprouds and Vigables by D.R. Wagner. It was published in an edition of 250, also in July 1969. Note that the text of the first poem echoes a later Four Horsemen sound poem, “In the Middle of a Blue Balloon,” from their 1973 album CANADADA.

Issue 8 is a short, untitled piece by John Riddell – like the others in the third series, this too is typewritten concrete but with the difference that here Riddell also explores, or explodes?, geometrical shapes and patternings which intersect and break up the typewritten language.

Finally, for the first time I’m also making available a pdf of the “BIG MID-JULY GRONK MAILOUT” – a kind of newsletter that accompanied third series issues 3 through 7. The “mailout”, three sheets of different coloured paper stapled together, includes an announcement about the third series, details on how to order copies, as well as bits of news about forthcoming pieces not only from Ganglia/grOnk but also Coach House Press, an issue of Stereo Headphones – a small journal published by Nicholas Zurbrugg in England that was about “THE DEATH OF CONCRETE” – and a series of cassette tape recordings by David UU. These mailouts are fascinating to me because they read as a bookbound version of an equally community-driven blog or twitter feed about contemporary, non-mainstream poetry and poetics.

> See also grOnk magazine: Canadian Concrete Poetry 1967-1988 (Part 1)

> See also bpNichol’s “Singing Hands Series”: Canadian Concrete Poetry 1966 (Part 2)

> See also grOnk magazine: first and second series 1967 – 1970 (Part 3)

> See also grOnk magazine: third series, issue 1 1969 (part 4)


sifteo cubes in the humanities classroom

I recently ordered, with glee, Sifteo cubes in the hopes that I might be able to use them either in the classes I teach or perhaps add them to the Archeological Media Lab which, while largely invested in studying outdated computer hardware and software, is also broadly concerned with the study of interface design. As the Sifteo cube interface is equal parts touch-sensitive and motion-sensitive – for example, you choose menu options by pushing the cubes together or you can activate different parts of the games by shaking the cubes or placing them face down – they seemed like a necessary addition to the lab’s growing library of gadgets. (And of course, after many happy hours of compulsive playing and tinkering with the cubes at home, I was also looking for a legitimate excuse to bring the cubes into my classes.)

This, then, is a short review of Sifteo cubes and my own attempt to work out, for myself and for my colleagues (especially those involved in the Teaching with Technology Seminar sponsored by ASSETT), whether these cubes are might be a productive addition to an undergraduate class on digital media or even a literature class on electronic literature. But, I should be clear: this review is in the context of the classes I’m teaching right now that reflect my own (rather unconventional) research interests.

While more and more I’m becoming interested in old media, analog media, as well as the history of computing, one reason I’m housed in an English literature department is because of my interest in e-literature with an emphasis on digital poetry. By “digital poetry” I generally mean a work that is ‘digital born,’ a first-generation digital object created on a computer and (usually) meant to be read on a computer. Whether or not the text is “poetry” more often than not depends on what critical apparatus you decide to bring to the work—many of the digital works I’m interested could be classified as fiction or visual art as easily as they could be poetry; I’ve found that once text enters the digital, genre distinctions start to break down.

In the undergraduate course I teach on digital poetry, I’ve come up with four broad conceptual categories by which to help students think about digital poems: 1) digital poetry that brings us to the absolute limits of interpretation; 2) the historical underpinnings of digital poetry (including units on how Dada, Futurism, and Concrete Poetry have influenced digital poetry); 3) the lineage of computer-generated poetry that spans the 1950s to the present day – or, basically, the use of algorithms to generate text; 4) and reading/writing poetry interfaces from the 21st back to the early 20th century. In terms of the latter, I try to teach my students to see how digital poems draw our attention to their interface, usually through an interface that’s difficult to navigate that in turn helps make writing interfaces less transparent; in contrast to the rhetoric around every new multi-touch or gestural interface that touts how its interface “just disappears! it’s completely ‘natural’ and ‘intuitive’”, I try to get my students to think about what it means for an interface to be invisible or natural  – just whose intuition is driving this interface? Also, and more importantly, I feel strongly that the more invisible an interface becomes the less access we have to making things outside of ready-made software and the less access we have to understanding what’s going on underneath the hood. As such, we also look at how these digital poems have been constructed—what software has been used or hacked to create these word objects? What can we learn from studying these works at the level of the code?

The second course I frequently teach is called “Introduction to Digital Media for Humanities” which serves as a humanities-based introduction to digital media structures such as the digital archive and reading/writing software that fundamentally affects what we ourselves are able to read/write; theories and methodologies for under-taking digital media scholarship in the humanities; and, finally, digital textualities ranging from text messaging, blogging, and games to digital fiction and poetry. Ideally, this course gives students the critical skills they need to understand and navigate a 21st century world in which digital media govern the storage, transmission and reception of a whole range of textual material.

Both classes have a distinct and recurring emphasis on doing and making a necessary adjunct to learning the course material; as such, at the end of the semester we have a “demo day” where students exhibit their own works of digital poetry or digital textuality they create in response to the texts we study in class. The point of this assignment is not to impress the class with technical skills – the point is to engage as fully as possible in thinking about how you create affects what you’ve created; in other words, to enact a kind of study or critique of software and how it shapes creative production through doing. This means too that I don’t need students to learn Flash or Actionscript as there are plenty of ways they can “hack” powerpoint or keynote or Prezi to create compelling digital texts.

To slowly move to a discussion of Sifteo cubes, the nature of the final project also means I’m always on the look-out for interesting, new tech to use for this assignment – but there are some restrictions: 1) the tech needs to be somewhat easily accessible (as students have only about 3 weeks to complete the assignment); 2) the tech needs to be free or cheap or easy for me to share with my students; 3) the tech needs to have a textual, ideally literary, potential so that students can learn about how language operates in a digital environment. I can usually find tech that satisfies two out of 3 of these requirements and, in this way, Sifteo cubes are no exception.

David Merrill and Jeevan Kalanithi designed the cubes while they were graduate students at the MIT Media Lab, and they have since formed a company to produce Sifteo Cubes, games, and software. Inspired by classic games such as chess, checkers, and mah-jong, Sifteo Cubes are a hands-on interactive game system. You can turn cubes, shake them, press down on them, and connect them with each other. Each cube contains a tiny computer chip and is connected to other cubes, sensing their motion and position through a wireless network to the Sifteo application on a nearby computer. They come with desktop software that allows you to browse and play games, create your own with the Sifteo Creativity Kit, and find more in the Sifteo store. [An intriguing side-note: Sifteo cubes were recently featured in a MOMA exhibit called "Talk To Me" , featuring a number of cutting edge designs that attempt to reimagine the notion of 'interface.']

There are three games available at the moment that (arguably) include textual elements or just elements that are conceivably related to the two courses I outline above: LoopLoop, Wordplay, and Chroma Shuffle. All three games teach students individual components of what goes into creating a digital poem or even just net art. LoopLoop is about the art of the remix: so much of digital poetry/net art remixes from other sources – pulls from source texts, music, visuals to rearrange; instead of framing remix as plagiarism or laziness (“you didn’t make that yourself!”), this game consists of small music samples and beats you can layer and combine and so it demos how choosing/editing/curation is an art in itself. Wordplay is about the art of the combinatorial: many digital poems are based on the art of viewing language and words as material bits that can be re-combined to form new material bits; it’s another form of remix that takes place at the level of the letter rather than the sentence or the work of art/music as a whole. Chroma Shuffle is about the art of the game: many works of net art/digital poetry have been heavily influenced by games/gaming and as a result turns reading into playing/interacting which in turn requires an organized awareness of objects in the space – or spatial visualization.

Hopefully, given my description of these three Sifteo games, their appeal is obvious. However, there are a few drawbacks: aside from the price tag (a set of three cubes with the charger dock costs about $150 on Amazon.com which makes them prohibitively expensive for most students), they are fantastic to consume which is also the problem – they seem to strongly encourage a passive acceptance of the interface and they discourage users from thinking about how the cubes work and from creating outside of the ready-made environment. I haven’t yet thought of a way to “hack” the Sifteo Cubes to make them do things they might not have been intended to do – like make digital poems. There is indeed a software developers kit but it requires that you know the programming language C. There is also a Creativity Kit which does allow you to change some of what you might call the “vocabulary” of the games (the letters and words) but only allows limited changes to the grammar – the underlying structure – of the games.

All this said: despite the downsides I mention above, if there’s a way for an institution to provide access to Sifteo cubes without saddling students with an additional expense, my sense is that these cubes are still well worth experimenting with in the classroom. I can’t help but endorse any piece of technology that grabs students as much as these cubes and impels them to learn and create.


Performing E-Literature | E-literature Performing

Below is my curatorial statement for the Electronic Literature Exhibit that will take place at the MLA Annual Convention January 2012. Rather than focus my statement on the works I suggested we include in the exhibit, I’ve instead focused on the notion of a reading or performance of e-literature like the one that will take place on Friday January 6th 2012 (8pm Richard Hugo House, Seattle WA).

*

If electronic literature is emergent, generative, interactive, kinetic, tactile; if the textual elements of electronic literature are only one part of digital version of a verbi-voco-visual complex, then how will e-literature authors Jim Andrews, Kate Armstrong, Ian Bogost, John Cayley, Erin Costello/Aaron Angelo, Marjorie Luesebrink, Mark Marino, Nick Montfort, Brian Kim Stefans, Stephanie Strickland, and Rob Wittig “read” from their works on Friday January 6th? What does such a reading look like?

One answer is that we wanted to see if we could extend the e-literature exhibit not just into the performative – for, arguably many of the works on display are performative in their right – but into the arena of live performance. However, such an exploration has to remain open-ended and undecidable; the exploration of what it means to “read” or “perform” e-literature has to change and adapt for every text. There is no way to know once-and-for-all how Nick Montfort reads his 2009 work “Taroko Gorge” – a Python poetry generator that creates a nature poem each time it is run. But perhaps we can say this: 1) while the poetic quality of the generated text is something to marvel at, a live performance of “Taroko Gorge” likely highlights the temporal, fleeting quality of the work and of digital computer processes in general (instead of static words on a page, we have ever-changing text that reflects the underlying time-based processes of algorithmic generation); 2) a live performance also reminds us that while the use of an algorithm to generate literary texts does undermine assumptions about authorial intent, self-expression, even the literary, to some extent our interest in authorial intent can shift to the very human programmer standing before us, reading one possible result among many from his elegant script.

Our reading also highlights those works which strategically nestle themselves between analog and print as a means by which to use print to comment on the digital and the digital to comment on print. A live “reading” of Erin Costello and Aaron Angelo’s site-specific installation and performance “Poemedia” poses many challenges to the conventional notion of a poetry reading as the work originally consisted of one hundred fifty 8.5″ x 11″ sheets of card stock suspended one to eight feet above the ground with live and/or recorded video projected onto the sheets. As Costello and Angelo put it, “Poemedia” asks, “what is the role of poetry, page poetry specifically, in a digitized, information saturated world?” As such, just as “Poemedia” enacts a thinking-through of the state of poetry today that is unavoidably enmeshed in practices of remix, search, and the disintegration of clear boundaries between literary and artistic genres, a reading or performance of it will likely also enact a thinking through of the poetry reading that normally features a single author, reading predictable and supposedly original text.

Our reading will also feature game designer and critic Ian Bogost reading from “A Slow Year” – a so-called “chapbook of game poems” that consists of four slow-moving, contemplative, text-free games (“spring”, “summer,” “autumn,” “winter”) for Atari VCS and an accompanying book of related yet separate print-based computer-generated poems. “A Slow Year” joins a growing number of e-literature works that do not contain any text at all but whose inspiration comes at least partly from poetry (in this case, Bogost attempts to translate poetic principles of Imagism into the realm of the videogame). But, aside from the difficult question of what makes a work literary if it contains no text – and one possible answer to this question is that distinctions between genres in the digital are impossible, and so pointless, to maintain – what is there in “A Slow Year” to read or perform? Perhaps Bogost will stand-in as us, as readers/viewers, performing our own interpretative acts to ourselves as we try to make sense of such a work.

And of course, it’s worth pointing out that Bogost will reveal only one possible answer to the foregoing questions during his January 6th reading, a reading which overall will only suggest momentary, emergent, even fleeting “solutions” to the productive problems of reading or performing electronic literature.


theory & practice in a flexible, emergent university (part 2)

I’d like to continue thinking here on the future of a possible school of ICMJT (Information, Communication, Media, Journalism, Technology) at CU Boulder by expanding on a few points I raised in my first post and proposing several important additions to my vision of what this future school could look like.

First, in my last post, I pointed out that such a school would have to support meaningful cross-disciplinary collaborative research and teaching. But why exactly? Rather than me attempt to speak from some non-existent trans-disciplinary perspective, take one of the fields I work in as an example: electronic or digital literature – digital born literature meant to be read or accessed on a computer and that makes the most of the digital medium. It’s my sense that while the shift from, say, printing press to typewriter undoubtedly was a catalyst for substantial changes in reading, writing, publishing practices, the shift to the digital computer has wrought far more radical changes – at least partly because, as Friedrich Kittler pointed out some time ago, it reduces all information to zeros and ones which in turn means the digital computer subsumes all media. As such, it seems to me that the future of electronic literature cannot be the study of digital textuality purely from a literary perspective -as the net artist (previously poet, perhaps even digital poet) Jim Andrews puts it, “the synthesis of arts and media reaches a crucial stage with the advent of the computer because the boundaries of representation between media are dissolved.” Or, if you look at any one of Jason Nelson‘s works, you will see it is equal parts video-game, poem, and net-art; it’s the kind of work that demands the expertise of more than one scholar.

Or, take a substantially better funded example of these new cross-genre digital works of art that befit the digital medium: Björk’s “Biophilia,” an app album that is a suite of “interactive, educational artworks and musical artifacts” whose production involved a team of software engineers, essayists, typography experts, producers, designers, narrators, animators, and so on. How could any one scholar account for the entirety of this multimedia work? While while might object that, by this logic, any work of art or literature demands acknowledgement by a team of scholars, I would respond by asserting that the digital is – as I point out above – a uniquely complex, even all-compassing medium that does not offer such a cross-disciplinary perspective so much as it insists upon it.

 

However, despite what the research and creation of these digital works require, simple encouragement of interdisciplinary, collaborative scholarship and teaching will not amount to anything unless the university is willing to revisit and revise its standards for tenure and promotion – standards which, at this moment, value single authored journal articles, monographs, works of art/literature. There are indeed precedents for this shift in standards and my colleague Katherine D. Harris was kind enough to point out several resources for evaluating Digital Humanities scholarship – the first of which is a white paper that came out of an NEH/NINES summer institute; the co-authors write that “Colleagues in all fields should have incentives and formal opportunities to pursue dialogue with other communities of scholars.” The second resource for evaluating digital work comes from a report produced by another NEH funded workshop, “Off the Tracks: Laying New Lines for Digital Humanities Scholars,” that partly addressed the new collaborative practices necessitated by the digital. Finally, Carolyn Guertin has also graciously pointed out that the Modern Language Association’s Committee on Information Technology has also been a leader in articulating appropriate T & P standards.

Furthermore, aside from substantially revised standards for tenure and promotion, the other crucial component to the production of meaningful interdisciplinary work is physical work-space and equipment appropriate for teaching and researching practice/theory-based work on media (analog as much as digital media). I would like to suggest that this future school could be very productively organized by research groups whose membership changes and fluctuates with the interests of the faculty and whose work, meetings, collaborations, experiments, and creations take place in labs.

In other words, coupled with a school that emphasizes methodologies based in theory-practice and collaboration is a materialist methodology that recognizes that scholarship/teaching can no longer take place purely in the realm of the mind – it requires understanding the material dimensions of any given medium or piece of technology. As I mentioned in my previous post, there are numerous labs across the country (such as the Maryland Institute for Technology in the Humanities, the MIT Media Lab, the Critical Media Lab at University of Waterloo, the Digital Innovation Lab at University of North Carolina, or Stanford’s Program on Liberation Technology) who are pursuing on a small-scale just such a mission. However, CU Boulder is in a remarkable position to build the first school of its kind in the U.S. which is structured by numerous labs and research groups.


An Exhibit & Reading of E-literature at MLA 2012

I’m thrilled to have the opportunity to help organize – alongside Dene Grigar and Kathi Inman Berens – the first ever electronic literature exhibit and reading at the MLA Annual Convention in Seattle, WA January 5th through the 7th. The exhibit in particular, which is formally supported by the MLA, marks an important moment in the establishment of electronic literature – another pivotal point at which the field moves further into the center and away from the margins. I’m hoping it’s a moment marking the subtle shift from “electronic” or “digital” literature to just, well, literature.

From January 5th through the 7th at the Washington State Convention Center in Room 609, visitors will have the opportunity to view/read/interact with: e-literature from the Electronic Literature Collection Volumes One and Two; historically significant works such as those by bpNichol and those published by Eastgate; locative works such as Kate Armstrong’s “Ping;” formally experimental works such as David Jhave Johnson’s “softies;” multimodal narratives such as Christine Wilks’ “Underbelly;” literary games such as Ian Bogost’s “A Slow Year“; and mobile works such as Mark Amerika’s “Immobilité.” These are just some of many different modes of e-literature that will be on display. The complete list of works is available on the exhibit website.

Also, on Friday January 6th from 8pm to 10.30pm, there will be an MLA off-site reading of electronic literature at Richard Hugo House (1634 11th Ave  Seattle, WA 98122-2419). If you are in Seattle in early January, please make sure you stop by as it’s a rare treat indeed to have the opportunity to hear these extraordinarily innovative writers read together: Nick Montfort, Stephanie Strickland, Marjorie Luesebrink, Jim Andrews, Erin Costello and Aaron Angello, Mark Marino, Talan Memmott, John Cayley, Ian Bogost, Brian Kim Stefans, and Rob Wittig.


theory & practice in a flexible, emergent university (part 1)

[D]igital scholarship is the inevitable future of the humanities and social sciences. . . .  [D]igital literacy is a matter of national competitiveness and a mission that needs to be embraced by universities, libraries, museums, and archives. . . .  How will younger scholars in the humanities and social sciences engage these new technologies and methods? . . .  [I]f more than a few are to pioneer new digital pathways, more formal venues and opportunities for training and encouragement are needed. . . .  A robust cyberinfrastructure should include centers that support collaborative work with specialized methods. (from “Our Cultural Commonwealth: The Report of the American Council of Learned Societies Commission on Cyberinfrastructure for the Humanities and Social Sciences,” 2006)

Through a long series of public and internal meetings, the University of Colorado at Boulder has recently started to think through the shape of a possible future school of Information, Communication, Media, Journalism, and Technology – an ungainly list of disciplines but one that gestures, I hope, to the possibility of a school that thoroughly supports interdisciplinary research and teaching. I also think this possible future school affords me the opportunity to think through what I would like to see happen – what would be my dream job? What sorts of research and teaching would I like to do that I cannot do now?

As one who writes, researches, and teaches between media studies, literary studies, history of computing, and artistic/literary practice, a future school or college dedicated to ICMJT would have to primarily support and stimulate 1) meaningful cross-disciplinary collaboration and 2) a flexible and emergent curriculum that is responsive to rapid shifts in education, technology, and even broader cultural values (regardless of the potential difficulties in creating a new administrative structure to accomodate such research and teaching). As Richard A. DeMillo asserts in From Apple to Abelard (MIT Press, 2011), “The institutions that will thrive in the coming century are the ones whose offerings are in demand in a world where there are abundant choices for higher education.”

And so, ideally, a future ICMJT school at CU Boulder would learn from small-scale successes – centers and labs across the U.S. such as the Maryland Institute for Technology in the Humanities, the MIT Media Lab, the Critical Media Lab at University of Waterloo, the Digital Innovation Lab at University of North Carolina, or Stanford’s Program on Liberation Technology – and create a largescale school, I believe the first of its kind in North American, which would also include labs. I imagine this school as one that is structured not by departments but rather by overlapping conceptual groupings (perhaps akin to the units in the Leeds School of Business). Examples of such groupings might be Computer Arts, Communication, 21st Century Studies, and Media Studies (including studies of the book, analog technologies as well as digital technologies). Faculty could, but need not, align themselves (and their labs) with several conceptual groupings as a way to faciliate the kind of meaningful interdisciplinary work I mention above.

While the ICMJT discussion groups have been urged to avoid concerning ourselves with administrative structures, I would like to point out that, since CU Boulder is a Research I institution – one whose faculty research is foremost and which often drives teaching – in order for this new school to be a success, it will have to create new and innovative guidelines for tenure and promotion that reward rather than penalize 1) co-authored publications; 2) substantial digital-based scholarship (such as data visualizations, information retrieval, data mining, and computational analysis) in addition to conventional academic articles and monograph books; 3) innovations in publishing including electronic journals and e-books; 4) and finally, related to the foregoing three items, practice-based work in addition to theory-based work. I would like to place particular emphasis on the importance of practice-based research and teaching in this new school. l believe ‘doing’ media studies (whether one is studying the book, analog or digital technologies) is an essential component of understanding and then theorizing media – theory and practice ought to be equally valued for both research and teaching in this future ICMJT school. In other words, ‘doing’ and ‘creating’ are important not only for innovative research but also innovative (and effective) teaching and learning. As the technology journalist Anya Kemenetz writes, “Workers at every level benefit from an education that emphasizes creative thinking, communication, and teamwork – the very kind of excellence already offered at top American colleges.” With an appropriately innovative ICMJT school, CU Boulder, then, could be a in a position to become one of these “top American colleges.”

As such, I would like to advocate for a core curriculum that involves at least one year-long class that is dedicated to both theories and practices of media literacy (or, I might suggest, ‘fluency’ which implies a much higher level of sophistication and understanding). However, beyond a small handful of core courses, I would very much like to see a wide of range of courses dedicated to teaching or investigating what DeMillo calls “patterns of thought” that cut across numerous disciplines and that appeal to students’ desires to study cultural memes – especially in a way that cannot be captured by way of networks outside the classroom. I am convinced that DeMillo is right in observing that “universities that cling to principled but inflexible curricula are less likely to be able to survive the competitive onslaught that surely faces colleges and universities in the Middle.” Thus, one possible way to establish a flexible curriculum that affords students abundant choice is to develop, within each conceptual grouping, several streams from which students might choose their courses. A curricular stream in, for example, Computer Arts might involve a course first in media literacy followed by courses (possibly co-taught by faculty in the same or overlapping conceptual groupings) in digital art, music, literature, and communication – all of which would tackle the tight interdependence of theory and praxis from different disciplinary perspectives. Such a system has already been instituted by Georgia Tech’s College of Computing as they have created a “threaded curriculum” which allows students to choose any two threads to make a degree.

A prospective ICMJT school at CU Boulder affords us the opportunity to make ourselves into one of the most innovative, forward-thinking, and relevant institutions in the country that could very well attract not only top researchers but also top students who in turn, once they graduate, will surely be highly sought after by employers.


Marshall McLuhan and the Avant-Garde

Recently I stumbled upon an odd but thrilling little publication from 1966 called Astronauts of Inner-Space: An International Collection of Avant-Garde Activity which includes – according to the front cover -  17 manifestoes, articles, letters, 28 poems and 1 filmscript. The collection is so astounding that I had to make a pdf of it – available here, if you’re interested. And why should you be interested? Because it documents a rare moment when media theorists such as Marshall McLuhan are not just influencing but are actively in dialogue with artists, painters, poets, filmmakers, from the avant-garde of the early 20th century to the mid-1960s.

Look at the table of contents and you’ll see that McLuhan’s piece, “Culture and Technology,” is nestled among contributions by pioneers of Dada such as Rauol Hausmann to pioneers of computer generated poetry Max Bense and Margaret Masterman; it’s also included along with essays and poems by “typescape” poets Franz Mon and Dom Sylvester Houedard, work by cut-up master William Burroughs, and even the more bookbound Robert Creeley.

In this single collection, we not only get a sense of McLuhan as engaged with poetics but we see the poets as writing thoroughly activist media poems. They are even activist in the sense that McLuhan was imagining when he wrote in his Astronauts of Inner-Space contribution that “…if politics is the art of the possible, its scope must now, in the electric age, include the shaping and programming of the entire sensory environment as a luminous work of art.” Politics as art and poetry; art and poetry as politics.


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