This is the narrative text for an NEH Digital Humanities Start-UP grant we just applied for.
Narrative
With the advent of the cd-rom in the late 80s, a few pioneering humanities scholars began to develop a new vocabulary for multi-layered, multi-modal digital publications. Since that time, the internet has emerged as a powerful engine for collaboration across peer networks, radically collapsing the distance between authors and readers and creating new communal spaces for work and review.
To date, these two evolutionary streams have been largely separate. Rich multimedia is still largely consigned to individual consumption on the desktop, while networked collaboration generally occurs around predominantly textual media such as the blogosphere, or bite-sized fragments on YouTube and elsewhere. We propose to carry out initial planning for two ambitious digital publishing projects that will merge these streams into powerfully integrated experiences.
Although the locus of scholarly discourse is slowly but clearly moving from bound/printed pages to networked screens, we’ve yet to reach the tipping point. The printed book is still the gold standard of the academy. The goal of these projects is to produce born-digital works that are as elegant as printed books and also draw on the power of audio and video illustrations and new models of community-based inquiry -? and do all of these so well that they inspire a generation of young scholars with the promise of digital scholarship.
Robert Winter’s CD Companion Series (Beethoven’s Ninth Symphony, Stravinsky’s Rite of Spring, Mozart’s Dissonant Quartet, Dvorak’s New World Symphony) and the American Social History Project’s Who Built America? Volumes I and II were seminal works of multimedia scholarship and publishing. In their respective fields they were responsible for introducing and demonstrating the value of new media scholarship, as well as for setting a high standard for other work which followed.
Although these works were encoded on plastic cd-roms instead of on paper, they essentially followed the paradigm of print in the sense that they were page-based and very much the work of authors who took sole responsibility for the contents. The one obvious difference was the presence of audio and video illustrations on the page. This crucial advance allowed Robert Winter to provide a running commentary as readers listened to the music, or the Who Built America? authors to provide valuable supplementary materials and primary source documents such as William Jennings Bryan reading his famous “Cross of Gold” speech, or moving oral histories from the survivors of the Triangle Shirtwaist fire of 1911.
Since the release of these cd-roms, the internet and world wide web have come to the fore and upended the print-centric paradigm of reading as a solitary activity, moving it towards a more communal, networked model. As an example, three years ago my colleagues and I at the Institute for the Future of the Book began a series of “networked book” experiments to understand what happens when you locate a book in the dynamic social space of the Web. McKenzie Wark, a communication theorist and professor at The New School, had recently completed a draft of a serious theoretical work on video games. We put that book, Gamer Theory, online in a form adapted from conventional blog templates that allowed readers to post comments on individual paragraphs. While commenting on blogs is commonplace, readers’ comments invariably appear below the author’s text, usually hidden from sight in an endlessly scrolling field. Instead we put the reader’s comments directly to the right of Wark’s text, indicating that reader input would be an integral part of the whole. Within hours of the book’s “publication” on the web, page margins began to be populated with a lively back-and-forth among readers and with the author. As early reviewers said, it was no longer simply the author speaking, but rather the book itself, as the conversation in the margins became an intrinsic and important part of the whole.
The traditional top-down hierarchy of print, in which authors deliver wisdom from on high to receptive readers, was disrupted and replaced by a new model in which both authors and readers actively pursued knowledge and understanding. I’m not suggesting that our experiment caused this change, but rather that it has shed light on a process that is already well underway, helping to expose and emphasize the ways in which writing and reading are increasingly socially mediated activities.
Thanks to extraordinary recent advances, both technical and conceptual, we can imagine new multi-mediated forms of expression that leverage the web’s abundant resources more fully and are driven by networked communities of which readers and authors can work together to advance knowledge.
Let’s consider Who Built America?
In 1991, before going into production, we spent a full year in conversation with the book’s authors, Steve Brier and Josh Brown, mulling over the potential of an electronic edition. We realized that a history text is essentially a synthesis of the author’s interpretation and analysis of original source documents, and also of the works of other historians, as well as conversations in the scholarly community at large. We decided to make those layers more visible, taking advantage of the multimedia affordances and storage capacity of the cd-rom. We added hundreds of historical documents -? text, pictures, audio, video -? woven into dozens of “excursions” distributed throughout the text. These encouraged the student to dig deeper beneath encouraged them to interrogate the author’s conclusions and perhaps even come up with alternative analyses.
Re-imagining Who Built America? in the context of a dynamic network (rather than a frozen cd-rom), promises exciting new possibilities. Here are just a few:
• Access to source documents can be much more extensive and diverse, freed from the storage constraints of the cd-rom, as well as from many of the copyright clearance issues.
• Dynamic comment fields enable classes to produce their own unique editions. A discussion that began in the classroom can continue in the margins of the page, flowing seamlessly between school and home.
• The text continuously evolves, as authors add new findings and engage with readers who have begun to learn history by “doing” history, adding new research and alternative syntheses. Steve Brier tells a wonderful story about a high school class in a small town in central Ohio where the students and their teacher discovered some unknown letters from one of the earliest African-American trade union leaders in the late nineteenth century, making an important contribution to the historical record.
In short, we are re-imagining a history text as a networked, multi-layered learning environment in which authors and readers, teachers and students, work collaboratively.
Over the past months I’ve had several conversations with Brier and Brown about a completely new “networked” version of Who Built America?. They are excited about the possibility and have a good grasp of the challenges and potential. A good indication of this is Steve Brier’s comment: “If we’re going to expect readers to participate in these ways, we’re going to have to write in a whole new way.”
Discussions with Robert Winter have focused less on re-working the existing CD-Companions (which were monumental works) than on trying to figure out how to develop a template for a networked library of close readings of iconic musical compositions. The original CD-Companions existed as individual titles, isolated from one another. The promise of networked scholarship means that over time Winter and his readers will weave a rich tapestry of cross-links that map interconnections between different compositions, between different musical styles and techniques, and between music and other cultural forms. The original CD-Companions were done when computers had low-resolution black and white screens with extremely primitive audio capabilities and no video at all. High resolution color screens and sophisticated audio and video tools open up myriad possibilities for examining and contextualizing musical compositions. Particularly exciting is the prospect of harnessing Winter’s legendary charismatic teaching style via the creative, yet judicious use of video.
We are seeking a Level One Start-Up grant to hold a pair of two-day symposia, one devoted to each project. Each meeting will bring together approximately a dozen people -? the authors, designers, leading scholars from various related disciplines, and experts in building web-based communities around scholarly topics -? to brainstorm about how these projects might best be realized. We will publish the proceedings of these meetings online in such a way that interested parties can join the discussion and deepen our collective understanding. Finally, we will write a grant proposal to submit to foundations for funds to build out the projects in their entirety. The work described here will take place over a five-month period beginning September 2008 and ending February 2009.
Some of the questions to be addressed at the symposia are:
• what are new graphical and information design paradigms for orienting readers and enabling them to navigate within a multi-layered, multi-modal work?
• how do you distinguish between the reading space and the work space? how porous is the boundary between them?
• what do readers expect of authors in the context of a “networked” book?
• what new authorial skill sets need to be cultivated?
• what range of mechanisms for reader participation and author/reader interaction should we explore? (i.e. blog-style commenting, social filtering, rating mechanisms, annotation tools, social bookmarking/curating, personalized collection-building, tagging, etc.)
• how do readers become “trusted” within an open community? what are the social protocols required for a successful community-based project: terms of participation, quality control/vetting procedures, delegation of roles etc.
what does “community” mean in the context of a specific scholarly work?
• how will scholars and students cite the contents of dynamic, evolving works that are not “stable” like printed pages? how does the project get archived? how do you deal with versioning?
• if asynchronous online conversation becomes a powerful new mode of developing scholarship, how do we visualize these conversations and make them navigable, readable, and enjoyable?
Relevant websites
Video Demo for Who Built America? (circa 1993)
Video Demo for the Rite of Spring (circa 1990)
Introduction to the CD Companion to Beethoven’s Ninth Symphony (circa 1989)
writing grants
Hence the quiet around here.
e-reads i-Wash
The announcement this morning of the launch in the UK of a new waterproof laptop looks like another nail in the coffin of the traditional paper book, as the new device at last makes it possible to read a downloaded electronic fiction while relaxing in a hot bath.
The manufacturers claim that the latest in e-ink technology makes concentrating on a complex text 21% easier on the electronic device than with a conventional paperback. Users can switch between reading on screen (with font -size increasing automatically to aid understanding of complex sentences), listening to an audio recording, and utilising a revolutionary new facility called ‘skimread mode’ which provides a spoken précis of the gist of more tedious passages from literary classics.
The device is the size of a large paperback, can be read in landscape or portrait format, with or without back-lighting, is fully recyclable and light as a sponge. The i-Wash is launched in the UK on April 1st and will be available in the USA as soon as the economy picks up.
on writing less
“Je n’ai fait celle-ci plus longue que parceque je n’ai pas eu le loisir de la faire plus courte.” Pascal, Lettres provinciales, 16, Dec.14,1656.

I used to co-edit Pick Me Up, a cult London digital newsletter. After some years perfecting the flamboyant and self-congratulatory prose style that wins points as an Oxford undergrad, it was a whole new aesthetic. Minimal design, lots of white space. Keep the language plain, tell the story in simple words. We’d pass articles back and forth, ruthlessly prune one anothers’ words for anything too flash. I quickly stopped being precious about ‘my’ words: the aim was to make the language invisible.
Here’s my favorite ever Pick Me Up story.
Back then (we went our separate ways around 2 years ago), we were just-underground: our stories regularly hijacked by broadsheets and advertising campaigns. But since then the writing register I learned there has proliferated. It’s become the hip corporate copywriting style: Howies, Innocent Smoothies, any Web2.0 startup’s ‘About Us’ page.
Looking back, my involvement with Pick Me Up was the point where I started to think hard about the unique qualities of writing for the Web. But while plain language has become the bedrock of corporate communications, especially online, the ‘literary’ register resists its incursions. Wordsworth’s efforts notwithstanding, short sentences, plain language, and simple structure signify simple-mindedness. Discussing Japanese mobile phone fiction, Jane Sullivan writes in The Age
What’s the downside? Quality control, apparently. So far the mobile phone format has meant that the style of writing is generally unadventurous -? short, simple sentences, lots of dialogue, pauses to indicate thought -? and the stories themselves are hackneyed tales of romance.
I think it was Nietzsche who said that difficulty is often mistaken for greatness in a writer, because readers mistake their own pride at deciphering a text for an inherent profundity within it. Never mind that Pascal’s bon mot has been attributed to writers as long-gone and canonical as Cicero; forget brevity being the soul of wit; simplicity indicates poor quality.
Similarly. It’s become an article of faith in web design that any content below the fold (ie requiring a visitor to scroll down) will attract dramatically fewer viewings; this reflects a well-founded pragmatism oriented toward the need to hook a reader straight away. But few of the ‘literary’ webspaces I’ve come across in my research over the last few months pay much attention to this principle. I’ve lost count of the number of blog ‘novels’ I’ve come across, glanced through, bookmarked with every intention of returning for a closer read, and then forgotten. Part of the problem, again and again, is that I’m confronted with thousands of words of Arial ten-point and a scroll bar – along with the long sentences, elaborate structures and rich vocabulary that for many are the marker of literary quality. The net result is that these literary webspaces field a prose style and layout that – while it might make perfectly decent print reading – provides a sucky user experience.
My literacy credentials are more than respectable. I’m happy plowing my way through thorny texts – in the right form. But with billions of pages on the Web clamoring for attention, I get irritated with those that insist, however noble and literary their intentions, on making that most basic online error of loading too much text into one place. While the idea of savoring a sprawling, muscular Jamesian sentence in the wifi-free zone of the subway delights me, the idea of being asked to do so online fills me with horror.
Whatever you may think of the actual story, the first episode in Pengin’s WeTellStories experiment, The 21 Steps, suggests a growing recognition of the need to adapt storytelling modes online. It’s a decent balance of Web-native visualization and textual storytelling. The reader doesn’t have to deal with more than 20 or so words per click, 40-50 per ‘chapter’. The whole thing takes 5-10 minutes to read. This, in my view, is about where Web storytelling needs to be pitched.
Penguin’s production is an all-singing, all-dancing multimedia experince produced by an ARG studio. But simpler, text-based offerings are if anything more subject to the brutal need to edit for the Web reader’s attention span. Dickens’ chapter length was constrained in many cases by magazine serialization; now that DailyLit.com delivers daily bite-sized email or RSS doses of books to subscribers, will this affect the way future storytellers shape their work?
There is no disputing the fact that the Web is not the most comfortable medium for long-form reading (see Ian Bogost’s cracking article, and the ensuing discussion, for more on this). And the social media boom is spearheading a change in written language toward a simpler, plainer, more demotic register. So does this mean we are – over two centuries after Wordsworth’s Lyrical Ballads proposed a new literature embracing ‘the language of ordinary men’ – finally abandoning the privileging of prosiness as a marker of cultural quality? How does this square with the equation, so often taken for granted, between long-form writing and cultural virtue? Does it signify a cultural decline? Or is this just another kind of literacy, a new register for the emerging high priests of our evolving discourse to master and manipulate?
Either way, it’s hard to escape the fact that today we read, online, across multiple platforms including but not limited to a textual one. And yet, like a filmmaker grimly trying to observe the Aristotelian unities, many writers obstinately struggle to popularize material on the Web that is profoundly unsuited to being read there. I look forward to seeing more storytellers who embrace not only good writing but also the basic principles of good Web design – especially the one about not writing too much.
As a final note: I’m aware of the irony of my having just written a thousand words on brevity. My posts at if:book are the sole exception I make to general Web writing rule of 3 short paragraphs maximum; I have mixed feelings about making the exception. But for the sake of keeping it to a thousand I’ll save that discussion for another time.
against reading
I, too, dislike it: there are things that are important beyond
all this fiddle.
Reading it, however, with a perfect contempt for it, one
discovers in
it after all, a place for the genuine.
Hands that can grasp, eyes
that can dilate, hair that can rise
if it must, these things are important not because a
I picked up Mikita Brottman’s The Solitary Vice: Against Reading from the shelf of the St. Mark’s bookstore hoping that it was a different book than it turned out to be. After needlessly explaining the innuendo in her title, Brottman starts out with a promising premise: she’s tired of the piety that reading is good for you. I am too: I’d like somebody to explain exactly why reading is good for you. We’re prepared from youth (Fahrenheit 451, firmly entrenched in the high school canon) to defend against the enemies of literacy who’d like nothing more than to burn our books in the name of the future. These barbarians haven’t yet arrived. Like the battalion guarding the frontier in Dino Buzzati’s The Tartar Steppe, it’s possible that we’re guarding nothing while life slips away. Somebody, in the name of contrariness if nothing else, should be making the argument against reading.
high-sounding interpretation can be put upon them but because
they are
useful. When they become so derivative as to become
unintelligible,
the same thing may be said for all of us, that we
do not admire what
we cannot understand: the bat
holding on upside down or in quest of something to
Brottman’s not that contrarian; perhaps it’s foolish to seek such a champion in the written word. She’s not arguing against reading; instead, she’s arguing against reading novels. Her book is something of an inversion of Sven Birkerts’s The Gutenberg Elegies, a book not about the impending demise of print books so much as about how the novel shapes character, an argument he moves into the territory of memoir in his more recent My Sky Blue Trades and Reading Life. The predictable arguments are brought into play: Socrates wasn’t sure about poets. Jane Austen’s Northanger Abbey shows up on cue to demonstrate how novels set up unrealistic expectations for the real world. The novel blinds people to the real world; the solitary act of reading makes the reader less social. Books read in school are boring; the classics are moldy and old and the worlds they depict often bear little resemblance to our own. Reading novels won’t make you a better person. Probably Hitler read books.
eat, elephants pushing, a wild horse taking a roll, a tireless
wolf under
a tree, the immovable critic twitching his skin like a horse
that feels a flea, the base
–
ball fan, the statistician—
nor is it valid
to discriminate against “business documents and
What best to do? Like Birkerts, Brottman trots out her reading history that it might serve as an exemplar for our redemption. “A man’s work,” remarked Camus, “is nothing but this slow trek to rediscover, through the detours of art, those two or three great and simple images in whose presence his heart first opened.” Brottman finds one of those images in Kenneth Anger’s Hollywood Babylon, which led her down the garden path of true-life tell-alls, eventually to find heaven in true crime tales. From these, Brottman reasons, we can learn more than from all the Gothic fiction every written. She might be right. We should read what we like: to the pure, all things are pure, and nuggets of truth can be found in the garbage of celebrities. “Life is worth while,” Nathanael West’s Miss Lonelyhearts writes before he gives up, “for it is full of dreams and peace, gentleness and ecstasy, and faith that burns like a clear white flame on a grim dark altar.”
school-books”; all these phenomena are important. One must make
a distinction
however: when dragged into prominence by half poets, the
result is not poetry,
nor till the poets among us can be
“literalists of
the imagination”— above
insolence and triviality and can present
My problem with Brottman’s argument is that it’s not a particularly difficult one to make. Critics worry about a general vogue for memoirs rather than fiction; journalists worry about fiction sold as memoir. It’s no longer daring to claim that a film can be just as rich as the written word. The staid gray pages of The New York Times regularly review video games. Maybe the New Criterion‘s still fighting these battles – I haven’t checked lately – but my sense is that Brottman’s tilting at windmills.
for inspection, ‘imaginary gardens with real toads in them,”
shall we have
it. In the meantime, if you demand on the one hand,
the raw material of poetry in
all its rawness and
that which is on the other hand
genuine, you are interested in poetry.
Not much poetry is cited in Brottman’s twenty-page bibliography, but the omission of Marianne Moore’s “Poetry” (grotesquely interpolated with my text) surprises me. Moore’s cross-examination of her art says more in less space than The Solitary Vice; it’s not, perhaps, a fair fight, but this is, after all, the Internet. “Poetry” begs to be re-made: now more than ever, the value of reading needs to be interrogated. Brottman’s book doesn’t quite get there; we still have Moore.
the big book of TED

At TED 2008, visual cartographers David Sibbet and Kevin Richards produced over 700 spontaneous sketches of the keynote presenters’ ideas, using Autodesk visualization tools. These sketches have now been turned into The BIGVIZ, a downloadable 200-page interactive ebook.
Parts of it are rather gnomic without reference to the talks that inspired them; but it’s a fascinating glimpse into the way ideas mutate as they are filtered through different forms.
this is a game. no really, it is

This morning, I received an envelope through the post. It contained two chapters of a pulp murder mystery, along with an invitation to a private gathering with the same title as the booklets: Looking For Headless. The gathering will take place in an anonymous City of London complex of rooms for hire by the hour.
It feels like the rabbit hole for a promising ARG. The accompanying letter describes how Georges Bataille formed a secret society, Acéphale, in 1938. Now, in 2008, two Swedish artists have discovered a Bahamas-based offshore company named Headless, which they have been investigating for the last year. At the meeting, I presume, I and the other invitees (whoever they are) will learn more.
A key characteristic of an ARG is the convention ‘This Is Not A Game’. Puppetmasters work to sustain the illusion that the game’s elements are part of the ‘real’ world – that’s a real person who emailed you, this is a real corporate website. Though players know the game is a game, there’s stil a thrill at the edges: should I phone that company, is it in-game, will I just get some confused receptionist? What’s real, who is complicit? But here the program is running backwards. Headless is, in fact, real. Owned by the Sovereign Trust Gibraltar. Little other information is available. Goldin+Senneby, the artist duo behind the project, state that they are interested in business as fiction, and in acts of withdrawal perpetrated through corporate structures.
ARG-like, the edge is ambiguous. The art-world jargon the artists use to discuss the project feels – perhaps deliberately – like yet another act of withdrawal. The two chapters of ‘Looking for Headless’ I received contain real transcripts of real detective reports, use the real names of real people, are authored by a real person – John Barlow . Though he has never met the people who commissioned him to work on this project, Barlow has scripted himself into the story. But parts of it are pure fiction. Reading the first two chapters of Looking for Headless is unnerving: which parts of this happened, and which did Barlow invent? In a story about the shadowy realm of offshore tax management, it is hard to be certain. Have the meeting’s invitees, as – it is implied – the reincarnation of Acéphale – Headless – been incorporated into a game, an art project, a work of fiction, or something altogether more sinister?
Today, Barlow left for Nassau, Bahamas to continue his investigation of Headless. He’ll be blogging his experiences here. It is not clear whether he will be blogging factual accounts, or embroidered ones. Or if, caught between pervasive, digitally-mediated self-narration and an emerging sphere of digital storytelling whose core insistence is that a game is not a game, we have lost the ability to tell the difference.
from work to text
I spent the weekend before last at the Center for Book Arts as part of their Fine Press Publishing Seminar for Emerging Writers. There I was taught to set type; not, perhaps, exactly what you’d expect from someone writing for a blog devoted to new technology. Robert Bringhurst, speaking about typography a couple years back, noted that one of typography’s virtues in the modern world is its status as a “mature technology”; as such, it can serve as a useful measuring stick for those emerging. A chance to think, again, about how books are made: a return to the roots of publishing technology might well illuminate the way we think about the present and future of the book.
I’ve been involved with various aspects of making books – from writing to production – for just over a decade now. In a sense, this isn’t very long – all the books I’ve ever been involved with have gone through a computer – but it’s long enough to note how changes in technology affect the way that books are made. Technology’s changed rapidly over the last decade; I know that my ability to think through them has barely kept up. An arbitrary chronology, then, of my personal history with publishing technology.
The first book I was involved in was Let’s Go Ireland 1998, for which I served as an associate editor in the summer of 1999. At that point, Let’s Go researcher/writers were sent to the field with a copious supply of lined paper and a two copies of the previous year’s book; they cut one copy up and glued it to sheets of paper with hand-written changes, which were then mailed back to the office in Cambridge. A great deal of the associate editor’s job was to type in the changes to the previous years’ book; if you were lucky, typists could be hired to take care of that dirty work. I was not, it goes without saying, a very good typist; my mind tended to drift unless I were re-editing the text. A lot of bad jokes found their way into the book; waves of further editing combed some of them out and let others in. The final text printed that fall bore some resemblance to what the researcher had written, but it was as much a product of the various editors who worked on the book.
The next summer I found myself back at Let’s Go; for lack of anything better to do and a misguided personal masochism I became the Production Manager, which meant (at that point in time) that I oversaw the computer network and the typesetting of the series. Let’s Go, at that point, was a weirdly forward-looking publishing venture in that the books were entirely edited and typeset before they were handed over to St. Martin’s Press for printing and distribution. Because everything was done on an extremely tight schedule – books were constructed from start to finish over the course of a summer – editors were forced to edit in the program used for layout, Adobe FrameMaker, an application intended for creating industrial documentation. (This isn’t, it’s worth pointing out, the way most of the publishing industry works.) That summer, we began a program to give about half the researchers laptops – clunky beige beasts with almost no battery life – to work on; I believe they did their editing on Microsoft Word and mailed 3.5” disks back to the office, where the editors would convert them to Frame. A change happened there: those books were, in a sense, born digital. The translation of handwriting into text in a computer no longer happened. A word was typed in, transferred from computer to computer, shifted around on screen, and, if kept, sent to press, the same word, maybe.
Something ineffable was lost with the omission of the typist: to go from writing on paper to words on a screen, the word on the page has to travel through the eye of the typist, the brain, and down to the hand. The passage through the brain of the typist is an interesting one because it’s not necessarily perfect: the typist might simply let the word through, or improve the wording. Or the typist make a mistake – which did happen frequently. All travel guides are littered with mistakes; often mistakes were not the fault of a researcher’s inattentiveness or an editor’s mendaciousness but a typist’s poor transliteration. That was the argument I made the next year I applied to work at Let’s Go; a friend and I applied to research and edit the Rome book in Rome, rather then sending copy back to the office. Less transmissions, we argued, meant less mistakes. The argument was successful, and Christina and I spent the summer in Rome, writing directly in FrameMaker, editing each other’s work, and producing a book that we had almost exclusive control over, for better or worse.
It’s roughly that model which has become the dominant paradigm for most writing and publishing now: it’s rare that writing doesn’t start on a computer. The Internet (and, to a lesser extent, print-on-demand publishing services) mean that you can be your own publisher; you can edit yourself, if you feel the need. The layers that text needed to be sent through to be published have been flattened. There are good points to this and bad; in retrospect, the book we produced, full of scarcely disguised contempt for the backpackers we were ostensibly writing for, was nothing if not self-indulgent. An editor’s eye wouldn’t have hurt.
And so after a not inconsequential amount of time spent laying out books, I finally got around to learning to set type. (I don’t know that my backwardness is that unusual: with a copy of Quark or InDesign, you don’t actually need to know much of an education in graphic design to make a book.) Learning to set type is something self-consciously old-fashioned: it’s a technology that’s been replaced for all practical purposes. But looking at the world of metal type through the lens of current technology reveals things that may well have been hidden when it was dominant.
While it was suggested that the participants in the Emerging Writing Seminar might want to typeset their own Emerging Writing, I didn’t think any of my writing was worth setting in metal, so I set out to typeset some of Gertrude Stein. I’ve been making my way through her work lately, one of those over-obvious discoveries that you don’t make until too late, and I thought it would be interesting to lay out a few paragraphs of her writing. Stein’s writing is interesting to me because it forces the reader to slow down: it demands to be read aloud. There’s also a particular look to Stein’s work on a page: it has a concrete uniformness on the page that makes it recognizable as hers even when the words are illegible. Typesetting, I though, might be an interesting way to think through it, so I set myself to typeset a few paragraphs from “Orta or One Dancing”, her prose portrait of Isadora Duncan.
Typesetting, it turns out, is hard work: standing over a case of type and pulling out type to set in a compositing stick is exhausting in a way that a day of typing and clicking at a computer is not. A computer is, of course, designed to be a labor-saving device; still, it struck me as odd that the labor saved would be so emphatically physical. Choosing to work with Stein’s words didn’t make this any easier, as anyone with any sense might have foreseen: participles and repetitions blur together. Typesetting means that the text has to be copied out letter by letter: the typesetter looks at the manuscript, sees the next letter, pulls the piece of type out of the case, adds it to the line in the compositing stick. Mistakes are harder to correct than on a computer: as each line needs to be individually set, words in the wrong place mean that everything needs to be physically reshuffled. With the computer, we’ve become dependent upon copying and pasting: we take this for granted now, but it’s a relatively recent ability.
There’s no end of ways to go wrong with manual typesetting. With a computer, you type a word and it appears on a screen; with lead type, you add a word, and look at it to see if it appears correct in its backward state. Eventually you proof it on a press; individual pieces of type may be defective and need to be replaced. Lowercase bs are easily confused with ds when they’re mirrored in lead. Type can be put in upside-down; different fonts may have been mixed in the case of type you’re using. Spacing needs to be thought about: if your line of type doesn’t have exactly enough lead in it to fill it, letters may be wobbly. Ink needs attention. Paper width needs attention. After only four days of instruction, I’m sure I don’t know half of the other things that might go wrong. And at the end of it all, there’s the clean up: returning each letter to its precise place, a menial task that takes surprisingly long.
We think about precisely none of these things when using a computer. To an extent, this is great: we can think about the words and not worry about how they’re getting on the page. It’s a precocious world: you can type out a sentence and never have to think about it again. But there’s something appealing about a more altricial model, the luxury of spending two days with two paragraphs, even if it is two days of bumbling – one never spends that kind of time with a text any more. A degree of slowness is forced upon even the best manual typesetter: every letter must be considered, eye to brain to hand. With so much manual labor, it’s no surprise that there so many editorial layers existed: it’s a lot of work to fix a mistake in lead type. Last-minute revision isn’t something to be encouraged; when a manuscript arrived in the typesetter’s hands, it needs to be thoroughly finished.
Letterpress is the beginning of mechanical reproduction, but it’s still laughably inefficient: it’s still intimately connected to human labor. There’s a clue here, perhaps, to the long association between printers and progressive labor movements. A certain sense of compulsion comes from looking at a page of letterset type that doesn’t quite come, for me, from looking at something that’s photoset (as just about everything in print is now) or on a screen. It’s a sense of the physical work that went into it: somebody had to ink up a press and make those impressions on that sheet of paper. I’m not sure this is necessarily a universal reaction, although it is the same sort of response that I have when looking at something well painted knowing how hard it is to manipulate paint from my own experience. (I’m not arguing, of course, that technique by itself is an absolute indicator of value: a more uncharitable essayist could make the argument could be made that letterpress functions socially as a sort of scrapbooking for the blue states.) Maybe it’s a distrust of abstractions on my part: a website that looks like an enormous amount of work has been put into it may just as easily have stolen its content entirely from the real producers. There’s a comparable amount of work that goes into non-letterpressed text, but it’s invisible: a PDF file sent to Taiwan comes back as cartons of real books; back office workers labor for weeks or months to produce a website. In comparison, metal typesetting has a solidity to it: the knowledge that every letter has been individually handled, which is somehow comforting.
Nostalgia ineluctably works its way into any argument of this sort, and once it’s in it’s hard to pull it out. There’s something disappointing to me in both arguments blindly singing the praises of the unstoppable march of technology and those complaining that things used to be better; you see exactly this dichotomy in some of the comments this blog attracts. (Pynchon: “She had heard all about excluded middles; they were bad shit, to be avoided; and how had it ever happened here, with the chances once so good for diversity?”) A certain tension between past and present, between work and text, might be what’s needed.
major news: IFB and NYU libraries to collaborate
A couple of weeks ago, I alluded to a new institutional partnership that’s been in the works for some time. Well I’m thrilled to officially announce that the we are joining forces with the NYU Division of Libraries!
From Carol A. Mandel, dean of the NYU Libraries. “IFB is a thought leader in the future of scholarly communication. We will work together to develop new software and new options that faculty can use to publish, review, share, and collaborate at NYU and in the larger academic community.”
Read the full press release: NYU Libraries & Institute for the Future of the Book Announce Partnership to Develop Tools for Digital Scholarly Research
A basic breakdown of what this means:
-? NYU is now our technical home. All IFB sites are running out of there with IT support from the NYU Libraries’ top-notch team.
-? Bob, Dan and I will serve as visiting scholars at NYU.
-? With recently secured NEH digital humanities start-up funding (along with other monies yet to be raised), we will work with the NYU digital library team, headed by James Bullen, to develop social networking tools and infrastructure for MediaCommons. This will serve as applied research for digital tools and frameworks that NYU is presently developing.
-? We will work with NYU librarians, with the digital library team, and with Monica McCormick, the Libraries’ program officer for digital scholarly publishing, to create forums for collaboration and to develop specific projects and digital initiatives with NYU faculty, and possibly NYU Press.
Needless to say, we’re tremendously excited about this partnership. Things are still being set up but expect more news in the weeks and months ahead.
a serious shot at screen reading
Another new online magazine: Triple Canopy (noted by Ed Park). Unlike Issue and Rosa B. this isn’t a design magazine – although the content is very interesting – but like them, it’s a serious attempt to construct a new kind of magazine for the screen-reading environment. While Rosa B.‘s design uses the affordances of dynamic layering, Issue concentrates on reader annotation, Triple Canopy simply does away with the scroll bar.
Removing the scroll bar is an obvious idea for improving screen reading that’s only rarely implemented: when you read text with a scroll bar (like this blog), the reader is forced to remove their concentration from the text to scroll down and then to find where the reading left off. It’s something we’re all quite used to, but that doesn’t mean it’s an advantageous reading behavior; we put up with because we rarely have a choice. Triple Canopy reverts from the scroll bar to the paged model of the codex book: if you click on the “+” sign to the right of the page, a new page slides in. It’s obvious where to resume reading. The text itself is well-cared for: it’s presented in columns of legible width, another lesson of print design that’s too often ignored in the online world. Worth noting as well is the way that images are integrated into some of the texts; again, there’s a clear and understood model for how reading works. Video can be slotted into some of the pieces without causing a disturbance or overwhelming: it appears on a page by itself, meant to be the primary focus of attention.
It’s not entirely perfect: while the “+” sign always advances a page, “–” sometimes goes back a page and sometimes goes to the previous article (if clicked on the first page of the article). I wish clicking the “triplecanopy” at the bottom took you back to the issue’s table of contents and not the magazine’s front page. Because the site’s made in HTML, the design breaks if you increase or decrease the font size in your browser. And the Powerpoint-style wipe when the pages change quickly grows tiresome. But these are minor quibbles with a design that’s overwhelmingly successful. I’ll be curious to see if this is sustainable over more issues.
