In 2013, the Authors’ Licensing & Collecting Society
(ALCS)[1](ch3.xhtml#footnote-152) commissioned a survey of its members to
explore writers’ earnings and contractual issues in the UK. The survey, the
results of which were published in the summary booklet ‘What Are Words Worth
Now?’, was carried out by Queen Mary, University of London. Almost 2,500
writers — from literary authors to academics and screenwriters — responded.
‘What Are Words Worth Now?’ summarises the findings of a larger study titled
‘The Business Of Being An Author: A Survey Of Authors’ Earnings And
Contracts’, carried out by Johanna Gibson, Phillip Johnson and Gaetano Dimita
and published in April 2015 by Queen Mary University of
London.[2](ch3.xhtml#footnote-151) The ALCS press release that accompanies the
study states that this ‘shocking’ new research into authors’ earnings finds a
‘dramatic fall, both in incomes, and the number of those working full-time as
writers’.[3](ch3.xhtml#footnote-150) Indeed, two of the main findings of the
study are that, first of all, the income of a professional author (which the
research defines as those who dedicate the majority of their time to writing)
has dropped 29% between 2005 and 2013, from £12,330 (£15,450 in real terms) to
just £11,000. Furthermore, the research found that in 2005 40% of professional
authors earned their incomes solely from writing, where in 2013 this figure
had dropped to just 11.5%.[4](ch3.xhtml#footnote-149)
It seems that one of the primary reasons for the ALCS to conduct this survey
was to collect ‘accurate, independent data’ on writers’ earnings and
contractual issues, in order for the ALCS to ‘make the case for authors’
rights’ — at least, that is what the ALCS Chief Executive Owen Atkinson writes
in the introduction accompanying the survey, which was sent out to all ALCS
members.[5](ch3.xhtml#footnote-148) Yet although this research was conducted
independently and the researchers did not draw conclusions based on the data
collected — in the form of policy recommendations for example — the ALCS did
frame the data and findings in a very specific way, as I will outline in what
follows; this framing includes both the introduction to the survey and the
press release that accompanies the survey’s findings. Yet to some extent this
framing, as I will argue, is already apparent in the methodology used to
produce the data underlying the research report.
First of all, let me provide an example of how the research findings have been
framed in a specific way. Chief Executive Atkinson mentions in his
introduction to the survey that the ALCS ‘exists to ensure that writers are
treated fairly and remunerated appropriately’. He continues that the ALCS
commissioned the survey to collect ‘accurate, independent data,’ in order to
‘make the case for writers’ rights’.[6](ch3.xhtml#footnote-147) Now this focus
on rights in combination with remuneration is all the more noteworthy if we
look at an earlier ALCS funded report from 2007, ‘Authors’ Earnings from
Copyright and Non-Copyright Sources: a Survey of 25,000 British and German
Writers’. This report is based on the findings of a 2006 writers’ survey,
which the 2013 survey updates. The 2007 report argues conclusively that
current copyright law has empirically failed to ensure that authors receive
appropriate reward or remuneration for the use of their
work.[7](ch3.xhtml#footnote-146) The data from the subsequent 2013 survey show
an even bleaker picture as regards the earnings of writers. Yet Atkinson
argues in the press release accompanying the findings of the 2013 survey that
‘if writers are to continue making their irreplaceable contribution to the UK
economy, they need to be paid fairly for their work. This means ensuring
clear, fair contracts with equitable terms and a copyright regime that support
creators and their ability to earn a living from their
creations’.[8](ch3.xhtml#footnote-145) Atkinson does not outline what this
copyright regime should be, nor does he draw attention to how this model could
be improved. More importantly, the fact that a copyright model is needed to
ensure fair pay stands uncontested for Atkinson and the ALCS — not surprising
perhaps, as protecting and promoting the rights of authors is the primary
mission of this member society. If there is any culprit to be held responsible
for the study’s ‘shocking’ findings, it is the elusive and further undefined
notion of ‘the digital’. According to Atkinson, digital technology is
increasingly challenging the mission of the ALCS to ensure fair remuneration
for writers, since it is ‘driving new markets and leading the copyright
debate’.[9](ch3.xhtml#footnote-144) The 2013 study is therefore, as Atkinson
states ‘the first to capture the impact of the digital revolution on writers’
working lives’.[10](ch3.xhtml#footnote-143) This statement is all the more
striking if we take into consideration that none of the questions in the 2013
survey focus specifically on digital publishing.[11](ch3.xhtml#footnote-142)
It therefore seems that — despite earlier findings — the ALCS has already
decided in advance what ‘the digital’ is and that a copyright regime is the
only way to ensure fair remuneration for writers in a digital context.
## Creative Industries
This strong uncontested link between copyright and remuneration can be traced
back to various other aspects of the 2015 report and its release. For example,
the press release draws a strong connection between the findings of the report
and the development of the creative industries in the UK. Again, Atkinson
states in the press release:
These are concerning times for writers. This rapid decline in both author
incomes and in the numbers of those writing full-time could have serious
implications for the economic success of the creative industries in the
UK.[12](ch3.xhtml#footnote-141)
This connection to the creative industries — ‘which are now worth £71.4
billion per year to the UK economy’,[13](ch3.xhtml#footnote-140) Atkinson
points out — is not surprising where the discourse around creative industries
maintains a clear bond between intellectual property rights and creative
labour. As Geert Lovink and Ned Rossiter state in their MyCreativity Reader,
the creative industries consist of ‘the generation and exploitation of
intellectual property’.[14](ch3.xhtml#footnote-139) Here they refer to a
definition created as part of the UK Government’s Creative Industries Mapping
Document,[15](ch3.xhtml#footnote-138) which states that the creative
industries are ‘those industries which have their origin in individual
creativity, skill and talent and which have a potential for wealth and job
creation through the generation and exploitation of intellectual property’.
Lovink and Rossiter point out that the relationship between IP and creative
labour lies at the basis of the definition of the creative industries where,
as they argue, this model of creativity assumes people only create to produce
economic value. This is part of a larger trend Wendy Brown has described as
being quintessentially neoliberal, where ‘neoliberal rationality disseminates
the model of the market to all domains and activities’ — and this includes the
realm of politics and rights.[16](ch3.xhtml#footnote-137) In this sense the
economization of culture and the concept of creativity is something that has
become increasingly embedded and naturalised. The exploitation of intellectual
property stands at the basis of the creative industries model, in which
cultural value — which can be seen as intricate, complex and manifold —
becomes subordinated to the model of the market; it becomes economic
value.[17](ch3.xhtml#footnote-136)
This direct association of cultural value and creativity with economic value
is apparent in various other facets of the ALCS commissioned research and
report. Obviously, the title of the initial summary booklet, as a form of
wordplay, asks ‘What are words worth?’. It becomes clear from the context of
the survey that the ‘worth’ of words will only be measured in a monetary
sense, i.e. as economic value. Perhaps even more important to understand in
this context, however, is how this economic worth of words is measured and
determined by focusing on two fixed and predetermined entities in advance.
First of all, the study focuses on individual human agents of creativity (i.e.
creators contributing economic value): the value of writing is established by
collecting data and making measurements at the level of individual authorship,
addressing authors/writers as singular individuals throughout the survey.
Secondly, economic worth is further determined by focusing on the fixed and
stable creative objects authors produce, in other words the study establishes
from the outset a clear link between the worth and value of writing and
economic remuneration based on individual works of
writing.[18](ch3.xhtml#footnote-135) Therefore in this process of determining
the economic worth of words, ‘writers’ and/or ‘authors’ are described and
positioned in a certain way in this study (i.e. as the central agents and
originators of creative objects), as is the form their creativity takes in the
shape of quantifiable outputs or commodities. The value of both these units of
measurement (the creator and the creative objects) are then set off against
the growth of the creative industries in the press release.
The ALCS commissioned survey provides some important insights into how
authorship, cultural works and remuneration — and ultimately, creativity — is
currently valued, specifically in the context of the creative industries
discourse in the UK. What I have tried to point out — without wanting to
downplay the importance either of writers receiving fair remuneration for
their work or of issues related to the sustainability of creative processes —
is that the findings from this survey have both been extracted and
subsequently framed based on a very specific economic model of creativity (and
authorship). According to this model, writing and creativity are sustained
most clearly by an individual original creator (an author) who extracts value
from the work s/he creates and distributes, aided by an intellectual property
rights regime. As I will outline more in depth in what follows, the enduring
liberal and humanist presumptions that underlie this survey continuously
reinforce the links between the value of writing and established IP and
remuneration regimes, and support a vision in which authorship and creativity
are dependent on economic incentives and ownership of works. By working within
this framework and with these predetermined concepts of authorship and
creativity (and ‘the digital’) the ALCS is strongly committed to the upkeep of
a specific model and discourse of creativity connected to the creative
industries. The ALCS does not attempt to complicate this model, nor does it
search for alternatives even when, as the 2007 report already implies, the
existing IP model has empirically failed to support the remuneration of
writers appropriately.
I want to use this ALCS survey as a reference point to start problematising
existing constructions of creativity, authorship, ownership, and
sustainability in relation to the ethics of publishing. To explore what ‘words
are worth’ and to challenge the hegemonic liberal humanist model of creativity
— to which the ALCS adheres — I will examine a selection of theoretical and
practical publishing and writing alternatives, from relational and posthuman
authorship to radical open access and uncreative writing. These alternatives
do not deny the importance of fair remuneration and sustainability for the
creative process; however, they want to foreground and explore creative
relationalities that move beyond the individual author and her ownership of
creative objects as the only model to support creativity and cultural
exchange. By looking at alternatives while at the same time complicating the
values and assumptions underlying the dominant narrative for IP expansion, I
want to start imagining what more ethical, fair and emergent forms of
creativity might entail. Forms that take into consideration the various
distributed and entangled agencies involved in the creation of cultural
content — which are presently not being included in the ALCS survey on fair
remuneration, for example. As I will argue, a reconsideration of the liberal
and humanist model of creativity might actually create new possibilities to
consider the value of words, and with that perhaps new solutions to the
problems pointed out in the ALCS study.
## Relational and Distributed Authorship
One of the main critiques of the liberal humanist model of authorship concerns
how it privileges the author as the sole source and origin of creativity. Yet
the argument has been made, both from a historical perspective and in relation
to today’s networked digital environment, that authorship and creativity, and
with that the value and worth of that creativity, are heavily
distributed.[19](ch3.xhtml#footnote-134) Should we therefore think about how
we can distribute notions of authorship and creativity more ethically when
defining the worth and value of words too? Would this perhaps mean a more
thorough investigation of what and who the specific agencies involved in
creative production are? This seems all the more important given that, today,
‘the value of words’ is arguably connected not to (distributed) authors or
creative agencies, but to rights holders (or their intermediaries such as
agents).[20](ch3.xhtml#footnote-133) From this perspective, the problem with
the copyright model as it currently functions is that the creators of
copyright don’t necessarily end up benefiting from it — a point that was also
implied by the authors of the 2007 ALCS commissioned report. Copyright
benefits rights holders, and rights holders are not necessarily, and often not
at all, involved in the production of creative work.
Yet copyright and the work as object are knit tightly to the authorship
construct. In this respect, the above criticism notwithstanding, in a liberal
vision of creativity and ownership the typical unit remains either the author
or the work. This ‘solid and fundamental unit of the author and the work’ as
Foucault has qualified it, albeit challenged, still retains a privileged
position.[21](ch3.xhtml#footnote-132) As Mark Rose argues, authorship — as a
relatively recent cultural formation — can be directly connected to the
commodification of writing and to proprietorship. Even more it developed in
tandem with the societal principle of possessive individualism, in which
individual property rights are protected by the social
order.[22](ch3.xhtml#footnote-131)
Some of the more interesting recent critiques of these constructs of
authorship and proprietorship have come from critical and feminist legal
studies, where scholars such as Carys Craig have started to question these
connections further. As Craig, Turcotte and Coombe argue, IP and copyright are
premised on liberal and neoliberal assumptions and constructs, such as
ownership, private rights, self-interest and
individualism.[23](ch3.xhtml#footnote-130) In this sense copyright,
authorship, the work as object, and related discourses around creativity
continuously re-establish and strengthen each other as part of a self-
sustaining system. We have seen this with the discourse around creative
industries, as part of which economic value comes to stand in for the creative
process itself, which, according to this narrative, can only be sustained
through an IP regime. Furthermore, from a feminist new materialist position,
the current discourse on creativity is very much a material expression of
creativity rather than merely its representation, where this discourse has
been classifying, constructing, and situating creativity (and with that,
authorship) within a neoliberal framework of creative industries.
Moving away from an individual construct of creativity therefore immediately
affects the question of the value of words. In our current copyright model
emphasis lies on the individual original author, but in a more distributed
vision the value of words and of creative production can be connected to a
broader context of creative agencies. Historically there has been a great
discursive shift from a valuing of imitation or derivation to a valuing of
originality in determining what counts as creativity or creative output.
Similar to Rose, Craig, Turcotte and Coombe argue that the individuality and
originality of authorship in its modern form established a simple route
towards individual ownership and the propertisation of creative achievement:
the original work is the author’s ownership whereas the imitator or pirate is
a trespasser of thief. In this sense original authorship is
‘disproportionately valued against other forms of cultural expression and
creative play’, where copyright upholds, maintains and strengthens the binary
between imitator and creator — defined by Craig, Turcotte and Coombe as a
‘moral divide’.[24](ch3.xhtml#footnote-129) This also presupposes a notion of
creativity that sees individuals as autonomous, living in isolation from each
other, ignoring their relationality. Yet as Craig, Turcotte and Coombe argue,
‘the act of writing involves not origination, but rather the adaptation,
derivation, translation and recombination of “raw material” taken from
previously existing texts’.[25](ch3.xhtml#footnote-128) This position has also
been explored extensively from within remix studies and fan culture, where the
adaptation and remixing of cultural content stands at the basis of creativity
(what Lawrence Lessig has called Read/Write culture, opposed to Read/Only
culture).[26](ch3.xhtml#footnote-127) From the perspective of access to
culture — instead of ownership of cultural goods or objects — one could also
argue that its value would increase when we are able to freely distribute it
and with that to adapt and remix it to create new cultural content and with
that cultural and social value — this within a context in which, as Craig,
Turcotte and Coombe point out, ‘the continuous expansion of intellectual
property rights has produced legal regimes that restrict access and downstream
use of information resources far beyond what is required to encourage their
creation’[27](ch3.xhtml#footnote-126)
To move beyond Enlightenment ideals of individuation, detachment and unity of
author and work, which determine the author-owner in the copyright model,
Craig puts forward a post-structuralist vision of relational authorship. This
sees the individual as socially situated and constituted — based also on
feminist scholarship into the socially situated self — where authorship in
this vision is situated within the communities in which it exists, but also in
relation to the texts and discourses that constitute it. Here creativity takes
place from within a network of social relations and the social dimensions of
authorship are recognised, as connectivity goes hand in hand with individual
autonomy. Craig argues that copyright should not be defined out of clashing
rights and interests but should instead focus on the kinds of relationships
this right would structure; it should be understood in relational terms: ‘it
structures relationships between authors and users, allocating powers and
responsibilities amongst members of cultural communities, and establishing the
rules of communication and exchange’.[28](ch3.xhtml#footnote-125) Cultural
value is then defined within these relationships.
## Open Access and the Ethics of Care
Craig, Turcotte and Coombe draw a clear connection between relational
authorship, feminism and (the ideals of) the open access movement, where as
they state, ‘rather than adhering to the individuated form of authorship that
intellectual property laws presuppose, open access initiatives take into
account varying forms of collaboration, creativity and
development’.[29](ch3.xhtml#footnote-124) Yet as I and others have argued
elsewhere,[30](ch3.xhtml#footnote-123) open access or open access publishing
is not a solid ideological block or model; it is made up of disparate groups,
visions and ethics. In this sense there is nothing intrinsically political or
democratic about open access, practitioners of open access can just as well be
seen to support and encourage open access in connection with the neoliberal
knowledge economy, with possessive individualism — even with CC licenses,
which can be seen as strengthening individualism —[31](ch3.xhtml#footnote-122)
and with the unity of author and work.[32](ch3.xhtml#footnote-121)
Nevertheless, there are those within the loosely defined and connected
‘radical open access community’, that do envision their publishing outlook and
relationship towards copyright, openness and authorship within and as part of
a relational ethics of care.[33](ch3.xhtml#footnote-120) For example Mattering
Press, a scholar-led open access book publishing initiative founded in 2012
and launched in 2016, publishes in the field of Science and Technology Studies
(STS) and works with a production model based on cooperation and shared
scholarship. As part of its publishing politics, ethos and ideology, Mattering
Press is therefore keen to include various agencies involved in the production
of scholarship, including ‘authors, reviewers, editors, copy editors, proof
readers, typesetters, distributers, designers, web developers and
readers’.[34](ch3.xhtml#footnote-119) They work with two interrelated feminist
(new materialist) and STS concepts to structure and perform this ethos:
mattering[35](ch3.xhtml#footnote-118) and care.[36](ch3.xhtml#footnote-117)
Where it concerns mattering, Mattering Press is conscious of how their
experiment in knowledge production, being inherently situated, puts new
relationships and configurations into the world. What therefore matters for
them are not so much the ‘author’ or the ‘outcome’ (the object), but the
process and the relationships that make up publishing:
[…] the way academic texts are produced matters — both analytically and
politically. Dominant publishing practices work with assumptions about the
conditions of academic knowledge production that rarely reflect what goes on
in laboratories, field sites, university offices, libraries, and various
workshops and conferences. They tend to deal with almost complete manuscripts
and a small number of authors, who are greatly dependent on the politics of
the publishing industry.[37](ch3.xhtml#footnote-116)
For Mattering Press care is something that extends not only to authors but to
the many other actants involved in knowledge production, who often provide
free volunteer labour within a gift economy context. As Mattering Press
emphasises, the ethics of care ‘mark vital relations and practices whose value
cannot be calculated and thus often goes unacknowledged where logics of
calculation are dominant’.[38](ch3.xhtml#footnote-115) For Mattering Press,
care can help offset and engage with the calculative logic that permeates
academic publishing:
[…] the concept of care can help to engage with calculative logics, such as
those of costs, without granting them dominance. How do we calculate so that
calculations do not dominate our considerations? What would it be to care for
rather than to calculate the cost of a book? This is but one and arguably a
relatively conservative strategy for allowing other logics than those of
calculation to take centre stage in publishing.[39](ch3.xhtml#footnote-114)
This logic of care refers, in part, to making visible the ‘unseen others’ as
Joe Deville (one of Mattering Press’s editors) calls them, who exemplify the
plethora of hidden labour that goes unnoticed within this object and author-
focused (academic) publishing model. As Endre Danyi, another Mattering Press
editor, remarks, quoting Susan Leigh Star: ‘This is, in the end, a profoundly
political process, since so many forms of social control rely on the erasure
or silencing of various workers, on deleting their work from representations
of the work’.[40](ch3.xhtml#footnote-113)
## Posthuman Authorship
Authorship is also being reconsidered as a polyvocal and collaborative
endeavour by reflecting on the agentic role of technology in authoring
content. Within digital literature, hypertext and computer-generated poetry,
media studies scholars have explored the role played by technology and the
materiality of text in the creation process, where in many ways writing can be
seen as a shared act between reader, writer and computer. Lori Emerson
emphasises that machines, media or technology are not neutral in this respect,
which complicates the idea of human subjectivity. Emerson explores this
through the notion of ‘cyborg authorship’, which examines the relation between
machine and human with a focus on the potentiality of in-
betweenness.[41](ch3.xhtml#footnote-112) Dani Spinosa talks about
‘collaboration with an external force (the computer, MacProse, technology in
general)’.[42](ch3.xhtml#footnote-111) Extending from the author, the text
itself, and the reader as meaning-writer (and hence playing a part in the
author function), technology, she states, is a fourth term in this
collaborative meaning-making. As Spinosa argues, in computer-generated texts
the computer is more than a technological tool and becomes a co-producer,
where it can occur that ‘the poet herself merges with the machine in order to
place her own subjectivity in flux’.[43](ch3.xhtml#footnote-110) Emerson calls
this a ‘break from the model of the poet/writer as divinely inspired human
exemplar’, which is exemplified for her in hypertext, computer-generated
poetry, and digital poetry.[44](ch3.xhtml#footnote-109)
Yet in many ways, as Emerson and Spinosa also note, these forms of posthuman
authorship should be seen as part of a larger trend, what Rolf Hughes calls an
‘anti-authorship’ tradition focused on auto-poesis (self-making), generative
systems and automatic writing. As Hughes argues, we see this tradition in
print forms such as Oulipo and in Dada experiments and surrealist games
too.[45](ch3.xhtml#footnote-108) But there are connections here with broader
theories that focus on distributed agency too, especially where it concerns
the influence of the materiality of the text. Media theorists such as N.
Katherine Hayles and Johanna Drucker have extensively argued that the
materiality of the page is entangled with the intentionality of the author as
a further agency; Drucker conceptualises this through a focus on ‘conditional
texts’ and ‘performative materiality’ with respect to the agency of the
material medium (be it the printed page or the digital
screen).[46](ch3.xhtml#footnote-107)
Where, however, does the redistribution of value creation end in these
narratives? As Nick Montfort states with respect to the agency of technology,
‘should other important and inspirational mechanisms — my CD player, for
instance, and my bookshelves — get cut in on the action as
well?’[47](ch3.xhtml#footnote-106) These distributed forms of authorship do
not solve issues related to authorship or remuneration but further complicate
them. Nevertheless Montfort is interested in describing the processes involved
in these types of (posthuman) co-authorship, to explore the (previously
unexplored) relationships and processes involved in the authoring of texts
more clearly. As he states, this ‘can help us understand the role of the
different participants more fully’.[48](ch3.xhtml#footnote-105) In this
respect a focus on posthuman authorship and on the various distributed
agencies that play a part in creative processes is not only a means to disrupt
the hegemonic focus on a romantic single and original authorship model, but it
is also about a sensibility to (machinic) co-authorship, to the different
agencies involved in the creation of art, and playing a role in creativity
itself. As Emerson remarks in this respect: ‘we must be wary of granting a
(romantic) specialness to human intentionality — after all, the point of
dividing the responsibility for the creation of the poems between human and
machine is to disrupt the singularity of human identity, to force human
identity to intermingle with machine identity’.[49](ch3.xhtml#footnote-104)
## Emergent Creativity
This more relational notion of rights and the wider appreciation of the
various (posthuman) agencies involved in creative processes based on an ethics
of care, challenges the vision of the single individualised and original
author/owner who stands at the basis of our copyright and IP regime — a vision
that, it is worth emphasising, can be seen as a historical (and Western)
anomaly, where collaborative, anonymous, and more polyvocal models of
authorship have historically prevailed.[50](ch3.xhtml#footnote-103) The other
side of the Foucauldian double bind, i.e. the fixed cultural object that
functions as a commodity, has however been similarly critiqued from several
angles. As stated before, and as also apparent from the way the ALCS report
has been framed, currently our copyright and remuneration regime is based on
ownership of cultural objects. Yet as many have already made clear, this
regime and discourse is very much based on physical objects and on a print-
based context.[51](ch3.xhtml#footnote-102) As such the idea of ‘text’ (be it
print or digital) has not been sufficiently problematised as versioned,
processual and materially changing within an IP context. In other words, text
and works are mostly perceived as fixed and stable objects and commodities
instead of material and creative processes and entangled relationalities. As
Craig et al. state, ‘the copyright system is unfortunately employed to
reinforce the norms of the analog world’.[52](ch3.xhtml#footnote-101) In
contrast to a more relational perspective, the current copyright regime views
culture through a proprietary lens. And it is very much this discursive
positioning, or as Craig et al. argue ‘the language of “ownership,”
“property,” and “commodity”’, which ‘obfuscates the nature of copyright’s
subject matter, and cloaks the social and cultural conditions of its
production and the implications of its
protection’.[53](ch3.xhtml#footnote-100) How can we approach creativity in
context, as socially and culturally situated, and not as the free-standing,
stable product of a transcendent author, which is very much how it is being
positioned within an economic and copyright framework? This hegemonic
conception of creativity as property fails to acknowledge or take into
consideration the manifold, distributed, derivative and messy realities of
culture and creativity.
It is therefore important to put forward and promote another more emergent
vision of creativity, where creativity is seen as both processual and only
ever temporarily fixed, and where the work itself is seen as being the product
of a variety of (posthuman) agencies. Interestingly, someone who has written
very elaborately about a different form of creativity relevant to this context
is one of the authors of the ALCS commissioned report, Johanna Gibson. Similar
to Craig, who focuses on the relationality of copyright, Gibson wants to pay
more attention to the networking of creativity, moving it beyond a focus on
traditional models of producers and consumers in exchange for a ‘many-to-many’
model of creativity. For Gibson, IP as a system aligns with a corporate model
of creativity, one which oversimplifies what it means to be creative and
measures it against economic parameters alone.[54](ch3.xhtml#footnote-099) In
many ways in policy driven visions, IP has come to stand in for the creative
process itself, Gibson argues, and is assimilated within corporate models of
innovation. It has thus become a synonym for creativity, as we have seen in
the creative industries discourse. As Gibson explains, this simplified model
of creativity is very much a ‘discursive strategy’ in which the creator is
mythologised and output comes in the form of commodified
objects.[55](ch3.xhtml#footnote-098) In this sense we need to re-appropriate
creativity as an inherently fluid and uncertain concept and practice.
Yet this mimicry of creativity by IP and innovation at the same time means
that any re-appropriation of creativity from the stance of access and reuse is
targeted as anti-IP and thus as standing outside of formal creativity. Other,
more emergent forms of creativity have trouble existing within this self-
defining and sustaining hegemonic system. This is similar to what Craig
remarked with respect to remixed, counterfeit and pirated, and un-original
works, which are seen as standing outside the system. Gibson uses actor
network theory (ANT) as a framework to construct her network-based model of
creativity, where for her ANT allows for a vision that does not fix creativity
within a product, but focuses more on the material relationships and
interactions between users and producers. In this sense, she argues, a network
model allows for plural agencies to be attributed to creativity, including
those of users.[56](ch3.xhtml#footnote-097)
An interesting example of how the hegemonic object-based discourse of
creativity can be re-appropriated comes from the conceptual poet Kenneth
Goldsmith, who, in what could be seen as a direct response to this dominant
narrative, tries to emphasise that exactly what this discourse classifies as
‘uncreative’, should be seen as valuable in itself. Goldsmith points out that
appropriating is creative and that he uses it as a pedagogical method in his
classes on ‘Uncreative Writing’ (which he defines as ‘the art of managing
information and representing it as writing’[57](ch3.xhtml#footnote-096)). Here
‘uncreative writing’ is something to strive for and stealing, copying, and
patchwriting are elevated as important and valuable tools for writing. For
Goldsmith the digital environment has fostered new skills and notions of
writing beyond the print-based concepts of originality and authorship: next to
copying, editing, reusing and remixing texts, the management and manipulation
of information becomes an essential aspect of
creativity.[58](ch3.xhtml#footnote-095) Uncreative writing involves a
repurposing and appropriation of existing texts and works, which then become
materials or building blocks for further works. In this sense Goldsmith
critiques the idea of texts or works as being fixed when asking, ‘if artefacts
are always in flux, when is a historical work determined to be
“finished”?’[59](ch3.xhtml#footnote-094) At the same time, he argues, our
identities are also in flux and ever shifting, turning creative writing into a
post-identity literature.[60](ch3.xhtml#footnote-093) Machines play important
roles in uncreative writing, as active agents in the ‘managing of
information’, which is then again represented as writing, and is seen by
Goldsmith as a bridge between human-centred writing and full-blown
‘robopoetics’ (literature written by machines, for machines). Yet Goldsmith is
keen to emphasise that these forms of uncreative writing are not beholden to
the digital medium, and that pre-digital examples are plentiful in conceptual
literature and poetry. He points out — again by a discursive re-appropriation
of what creativity is or can be — that sampling, remixing and appropriation
have been the norm in other artistic and creative media for decades. The
literary world is lagging behind in this respect, where, despite the
experiments by modernist writers, it continues neatly to delineate avant-garde
from more general forms of writing. Yet as Goldsmith argues the digital has
started to disrupt this distinction again, moving beyond ‘analogue’ notions of
writing, and has fuelled with it the idea that there might be alternative
notions of writing: those currently perceived as
uncreative.[61](ch3.xhtml#footnote-092)
## Conclusion
There are two addendums to the argument I have outlined above that I would
like to include here. First of all, I would like to complicate and further
critique some of the preconceptions still inherent in the relational and
networked copyright models as put forward by Craig et al. and Gibson. Both are
in many ways reformist and ‘responsive’ models. Gibson, for example, does not
want to do away with IP rights, she wants them to develop and adapt to mirror
society more accurately according to a networked model of creativity. For her,
the law is out of tune with its public, and she wants to promote a more
inclusive networked (copy) rights model.[62](ch3.xhtml#footnote-091) For Craig
too, relationalities are established and structured by rights first and
foremost. Yet from a posthuman perspective we need to be conscious of how the
other actants involved in creativity would fall outside such a humanist and
subjective rights model.[63](ch3.xhtml#footnote-090) From texts and
technologies themselves to the wider environmental context and to other
nonhuman entities and objects: in what sense will a copyright model be able to
extend such a network beyond an individualised liberal humanist human subject?
What do these models exclude in this respect and in what sense are they still
limited by their adherence to a rights model that continues to rely on
humanist nodes in a networked or relational model? As Anna Munster has argued
in a talk about the case of the monkey selfie, copyright is based on a logic
of exclusion that does not line up with the assemblages of agentic processes
that make up creativity and creative expression.[64](ch3.xhtml#footnote-089)
How can we appreciate the relational and processual aspects of identity, which
both Craig and Gibson seem to want to promote, if we hold on to an inherently
humanist concept of subjectification, rights and creativity?
Secondly, I want to highlight that we need to remain cautious of a movement
away from copyright and the copyright industries, to a context of free culture
in which free content — and the often free labour it is based upon — ends up
servicing the content industries (i.e. Facebook, Google, Amazon). We must be
wary when access or the narrative around (open) access becomes dominated by
access to or for big business, benefitting the creative industries and the
knowledge economy. The danger of updating and adapting IP law to fit a
changing digital context and to new technologies, of making it more inclusive
in this sense — which is something both Craig and Gibson want to do as part of
their reformative models — is that this tends to be based on a very simplified
and deterministic vision of technology, as something requiring access and an
open market to foster innovation. As Sarah Kember argues, this technocratic
rationale, which is what unites pro-and anti-copyright activists in this
sense, essentially de-politicises the debate around IP; it is still a question
of determining the value of creativity through an economic perspective, based
on a calculative lobby.[65](ch3.xhtml#footnote-088) The challenge here is to
redefine the discourse in such a way that our focus moves away from a dominant
market vision, and — as Gibson and Craig have also tried to do — to emphasise
a non-calculative ethics of relations, processes and care instead.
I would like to return at this point to the ALCS report and the way its
results have been framed within a creative industries discourse.
Notwithstanding the fact that fair remuneration and incentives for literary
production and creativity in general are of the utmost importance, what I have
tried to argue here is that the ‘solution’ proposed by the ALCS does not do
justice to the complexities of creativity. When discussing remuneration of
authors, the ALCS seems to prefer a simple solution in which copyright is seen
as a given, the digital is pointed out as a generalised scapegoat, and
binaries between print and digital are maintained and strengthened.
Furthermore, fair remuneration is encapsulated by the ALCS within an economic
calculative logic and rhetoric, sustained by and connected to a creative
industries discourse, which continuously recreates the idea that creativity
and innovation are one. Instead I have tried to put forward various
alternative visions and practices, from radical open access to posthuman
authorship and uncreative writing, based on vital relationships and on an
ethics of care and responsibility. These alternatives highlight distributed
and relational authorship and/or showcase a sensibility that embraces
posthuman agencies and processual publishing as part of a more complex,
emergent vision of creativity, open to different ideas of what creativity is
and can become. In this vision creativity is thus seen as relational, fluid
and processual and only ever temporarily fixed as part of our ethical decision
making: a decision-making process that is contingent on the contexts and
relationships with which we find ourselves entangled. This involves asking
questions about what writing is and does, and how creativity expands beyond
our established, static, or given concepts, which include copyright and a
focus on the author as a ‘homo economicus’, writing as inherently an
enterprise, and culture as commodified. As I have argued, the value of words,
indeed the economic worth and sustainability of words and of the ‘creative
industries’, can and should be defined within a different narrative. Opening
up from the hegemonic creative industries discourse and the way we perform it
through our writing practices might therefore enable us to explore extended
relationalities of emergent creativity, open-ended publishing processes, and a
feminist ethics of care and responsibility.
This contribution has showcased examples of experimental, hybrid and posthuman
writing and publishing practices that are intervening in this established
discourse on creativity. How, through them, can we start to performatively
explore a new discourse and reconfigure the relationships that underlie our
writing processes? How can the worth of writing be reflected in different
ways?
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and Michaela Spencer (2013) ‘Mattering Press: New Forms of Care for STS
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Studies (New York and London: Routledge), pp. 104–14,
— (2014) ‘Embracing Messiness’, LSE Impact of Social Sciences,
adema-pdsc14/>
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Monograph in Contemporary Digital Culture’ (PhD dissertation, Coventry
University),
f4c62c77ac86/1/ademacomb.pdf>
— (2014) ‘Open Access’, in Critical Keywords for the Digital Humanities
(Lueneburg: Centre for Digital Cultures (CDC)),
— and Gary Hall (2013) ‘The Political Nature of the Book: On Artists’ Books
and Radical Open Access’, New Formations 78.1, 138–56,
— and Samuel Moore (2018) ‘Collectivity and Collaboration: Imagining New Forms
of Communality to Create Resilience in Scholar-Led Publishing’, Insights 31.3,
ALCS, Press Release (8 July 2014) ‘What Are Words Worth Now? Not Enough’,
Barad, Karen (2007) Meeting the Universe Halfway: Quantum Physics and the
Entanglement of Matter and Meaning (Durham, N.C., and London: Duke University
Press).
Boon, Marcus (2010) In Praise of Copying (Cambridge, MA: Harvard University
Press).
Brown, Wendy (2015) Undoing the Demos: Neoliberalism’s Stealth Revolution
(Cambridge, MA: MIT Press).
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Europe Between the 14th and 18th Centuries, 1st ed. (Stanford, CA: Stanford
University Press).
Craig, Carys J. (2011) Copyright, Communication and Culture: Towards a
Relational Theory of Copyright Law (Cheltenham, UK, and Northampton, MA:
Edward Elgar Publishing).
— Joseph F. Turcotte, and Rosemary J. Coombe (2011) ‘What’s Feminist About
Open Access? A Relational Approach to Copyright in the Academy’, Feminists@law
1.1,
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New York, NY: nai010 publishers).
Drucker, Johanna (2015) ‘Humanist Computing at the End of the Individual Voice
and the Authoritative Text’, in Patrik Svensson and David Theo Goldberg
(eds.), Between Humanities and the Digital (Cambridge, MA: MIT Press), pp.
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— (2014) ‘Distributed and Conditional Documents: Conceptualizing
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Materialidades da Literatura 2.1, 11–29.
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Poem: Reading Walter Benn Michaels with Erin Moureacute’s Pillage Land’, ESC:
English Studies in Canada 34, 45–69.
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Koskimaa, Loss Pequeño Glazier and John Cayley (eds.), CyberText Yearbook
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Epistemology (New York: The New Press).
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humanities/>
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Access Now (Minneapolis, MN: University of Minnesota Press).
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Jenkins, Henry, and Owen Gallagher (2008) ‘“What Is Remix Culture?”: An
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(Chicago, IL: University of Chicago Press).
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New Formations: A Journal of Culture/Theory/Politics 83.1, 99–116.
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report.pdf](https://microsites.bournemouth.ac.uk/cippm/files/2007/07/ACLS-
Full-report.pdf)
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(Charlottesville, VA: University of Virginia Press).
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Eskelinen, Raine Kosimaa, Loss Pequeño Glazier and John Cayley (eds.),
CyberText Yearbook 2002–2003, 2003, 201–17, , pp. 201–17.
Moore, Samuel A. (2017) ‘A Genealogy of Open Access: Negotiations between
Openness and Access to Research’, Revue Française des Sciences de
l’information et de la Communication 11,
Munster, Anna (2016) ‘Techno-Animalities — the Case of the Monkey Selfie’
(presented at the Goldsmiths University, London),
Navas, Eduardo (2012) Remix Theory: The Aesthetics of Sampling (Vienna and New
York: Springer).
Parikka, Jussi, and Mercedes Bunz (11 July 2014) ‘A Mini-Interview: Mercedes
Bunz Explains Meson Press’, Machinology,
meson-press/>
Richards, Victoria (7 January 2016) ‘Monkey Selfie: Judge Rules Macaque Who
Took Grinning Photograph of Himself “Cannot Own Copyright”’, The Independent,
macaque-who-took-grinning-photograph-of-himself-cannot-own-
copyright-a6800471.html>
Robbins, Sarah (2003) ‘Distributed Authorship: A Feminist Case-Study Framework
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Rose, Mark (1993) Authors and Owners: The Invention of Copyright (Cambridge,
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Spinosa, Dani (14 May 2014) ‘“My Line (Article) Has Sighed”: Authorial
Subjectivity and Technology’, Generic Pronoun,
Star, Susan Leigh (1991) ‘The Sociology of the Invisible: The Primacy of Work
in the Writings of Anselm Strauss’, in Anselm Leonard Strauss and David R.
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Anselm Strauss (New York: A. de Grutyer).
* * *
[1](ch3.xhtml#footnote-152-backlink) The Authors’ Licensing and Collecting
Society is a [British](https://en.wikipedia.org/wiki/United_Kingdom)
membership organisation for writers, established in 1977 with over 87,000
members, focused on protecting and promoting authors’ rights. ALCS collects
and pays out money due to members for secondary uses of their work (copying,
broadcasting, recording etc.).
[2](ch3.xhtml#footnote-151-backlink) This survey was an update of an earlier
survey conducted in 2006 by the Centre of Intellectual Property Policy and
Management (CIPPM) at Bournemouth University.
[3](ch3.xhtml#footnote-150-backlink) ‘New Research into Authors’ Earnings
Released’, Authors’ Licensing and Collecting Society, 2014,
Us/News/News/What-are-words-worth-now-not-much.aspx>
[4](ch3.xhtml#footnote-149-backlink) Johanna Gibson, Phillip Johnson, and
Gaetano Dimita, The Business of Being an Author: A Survey of Author’s Earnings
and Contracts (London: Queen Mary University of London, 2015), p. 9,
[https://orca.cf.ac.uk/72431/1/Final Report - For Web Publication.pdf
](https://orca.cf.ac.uk/72431/1/Final%20Report%20-%20For%20Web%20Publication.pdf)
[5](ch3.xhtml#footnote-148-backlink) ALCS, Press Release. What Are Words Worth
Now? Not Enough, 8 July 2014,
worth-now-not-enough>
[6](ch3.xhtml#footnote-147-backlink) Gibson, Johnson, and Dimita, The Business
of Being an Author, p. 35.
[7](ch3.xhtml#footnote-146-backlink) M. Kretschmer and P. Hardwick, Authors’
Earnings from Copyright and Non-Copyright Sources: A Survey of 25,000 British
and German Writers (Poole: CIPPM/ALCS Bournemouth University, 2007), p. 3,
[https://microsites.bournemouth.ac.uk/cippm/files/2007/07/ALCS-Full-
report.pdf](https://microsites.bournemouth.ac.uk/cippm/files/2007/07/ACLS-
Full-report.pdf)
[8](ch3.xhtml#footnote-145-backlink) ALCS, Press Release, 8 July 2014,
[https://www.alcs.co.uk/news/what-are-words-](https://www.alcs.co.uk/news
/what-are-words-worth-now-not-enough) worth-now-not-enough
[9](ch3.xhtml#footnote-144-backlink) Gibson, Johnson, and Dimita, The Business
of Being an Author, p. 35.
[10](ch3.xhtml#footnote-143-backlink) Ibid.
[11](ch3.xhtml#footnote-142-backlink) In the survey, three questions that
focus on various sources of remuneration do list digital publishing and/or
online uses as an option (questions 8, 11, and 15). Yet the data tables
provided in the appendix to the report do not provide the findings for
questions 11 and 15 nor do they differentiate according to type of media for
other tables related to remuneration. The only data table we find in the
report related to digital publishing is table 3.3, which lists ‘Earnings
ranked (1 to 7) in relation to categories of work’, where digital publishing
ranks third after books and magazines/periodicals, but before newspapers,
audio/audio-visual productions and theatre. This lack of focus on the effect
of digital publishing on writers’ incomes, for a survey that is ‘the first to
capture the impact of the digital revolution on writers’ working lives’, is
quite remarkable. Gibson, Johnson, and Dimita, The Business of Being an
Author, Appendix 2.
[12](ch3.xhtml#footnote-141-backlink) Ibid., p. 35.
[13](ch3.xhtml#footnote-140-backlink) Ibid.
[14](ch3.xhtml#footnote-139-backlink) Geert Lovink and Ned Rossiter (eds.),
MyCreativity Reader: A Critique of Creative Industries (Amsterdam: Institute
of Network Cultures, 2007), p. 14,
[16](ch3.xhtml#footnote-137-backlink) Wendy Brown, Undoing the Demos:
Neoliberalism’s Stealth Revolution (Cambridge, MA: MIT Press, 2015), p. 31.
[17](ch3.xhtml#footnote-136-backlink) Therefore Lovink and Rossiter make a
plea to, ‘redefine creative industries outside of IP generation’. Lovink and
Rossiter, MyCreativity Reader, p. 14.
[18](ch3.xhtml#footnote-135-backlink) Next to earnings made from writing more
in general, the survey on various occasions asks questions about earnings
arising from specific categories of works and related to the amount of works
exploited (published/broadcast) during certain periods. Gibson, Johnson, and
Dimita, The Business of Being an Author, Appendix 2.
[19](ch3.xhtml#footnote-134-backlink) Roger Chartier, The Order of Books:
Readers, Authors, and Libraries in Europe Between the 14th and 18th Centuries,
1st ed. (Stanford: Stanford University Press, 1994); Lisa Ede and Andrea A.
Lunsford, ‘Collaboration and Concepts of Authorship’, PMLA 116.2 (2001),
354–69; Adrian Johns, The Nature of the Book: Print and Knowledge in the
Making (Chicago, IL: University of Chicago Press, 1998); Jerome J. McGann, A
Critique of Modern Textual Criticism (Charlottesville, VA, University of
Virginia Press, 1992); Sarah Robbins, ‘Distributed Authorship: A Feminist
Case-Study Framework for Studying Intellectual Property’, College English 66.2
(2003), 155–71,
[20](ch3.xhtml#footnote-133-backlink) The ALCS survey addresses this problem,
of course, and tries to lobby on behalf of its authors for fair contracts with
publishers and intermediaries. That said, the survey findings show that only
42% of writers always retain their copyright. Gibson, Johnson, and Dimita, The
Business of Being an Author, p. 12.
[21](ch3.xhtml#footnote-132-backlink) Michel Foucault, ‘What Is an Author?’,
in James D. Faubion (ed.), Essential Works of Foucault, 1954–1984, Volume Two:
Aesthetics, Method, and Epistemology (New York: The New Press, 1998), p. 205.
[22](ch3.xhtml#footnote-131-backlink) Mark Rose, Authors and Owners: The
Invention of Copyright (Cambridge, MA: Harvard University Press, 1993).
[23](ch3.xhtml#footnote-130-backlink) Carys J. Craig, Joseph F. Turcotte, and
Rosemary J. Coombe, ‘What’s Feminist About Open Access? A Relational Approach
to Copyright in the Academy’, Feminists@law 1.1 (2011),
[24](ch3.xhtml#footnote-129-backlink) Ibid., p. 8.
[25](ch3.xhtml#footnote-128-backlink) Ibid., p. 9.
[26](ch3.xhtml#footnote-127-backlink) Lawrence Lessig, Remix: Making Art and
Commerce Thrive in the Hybrid Economy (New York: Penguin Press, 2008); Eduardo
Navas, Remix Theory: The Aesthetics of Sampling (Vienna and New York:
Springer, 2012); Henry Jenkins and Owen Gallagher, ‘“What Is Remix Culture?”:
An Interview with Total Recut’s Owen Gallagher’, Confessions of an Aca-Fan,
2008,
[27](ch3.xhtml#footnote-126-backlink) Craig, Turcotte, and Coombe, ‘What’s
Feminist About Open Access?, p. 27.
[28](ch3.xhtml#footnote-125-backlink) Ibid., p. 14.
[29](ch3.xhtml#footnote-124-backlink) Ibid., p. 26.
[30](ch3.xhtml#footnote-123-backlink) Janneke Adema, ‘Open Access’, in
Critical Keywords for the Digital Humanities (Lueneburg: Centre for Digital
Cultures (CDC), 2014), ; Janneke Adema,
‘Embracing Messiness’, LSE Impact of Social Sciences, 2014,
adema-pdsc14/>; Gary Hall, Digitize This Book!: The Politics of New Media, or
Why We Need Open Access Now (Minneapolis, MN: University of Minnesota Press,
2008), p. 197; Sarah Kember, ‘Why Write?: Feminism, Publishing and the
Politics of Communication’, New Formations: A Journal of
Culture/Theory/Politics 83.1 (2014), 99–116; Samuel A. Moore, ‘A Genealogy of
Open Access: Negotiations between Openness and Access to Research’, Revue
Française des Sciences de l’information et de la Communication, 2017,
[31](ch3.xhtml#footnote-122-backlink) Florian Cramer, Anti-Media: Ephemera on
Speculative Arts (Rotterdam and New York: nai010 publishers, 2013).
[32](ch3.xhtml#footnote-121-backlink) Especially within humanities publishing
there is a reluctance to allow derivative uses of one’s work in an open access
setting.
[33](ch3.xhtml#footnote-120-backlink) In 2015 the Radical Open Access
Conference took place at Coventry University, which brought together a large
array of presses and publishing initiatives (often academic-led) in support of
an ‘alternative’ vision of open access and scholarly communication.
Participants in this conference subsequently formed the loosely allied Radical
Open Access Collective: [radicaloa.co.uk](https://radicaloa.co.uk/). As the
conference concept outlines, radical open access entails ‘a vision of open
access that is characterised by a spirit of on-going creative experimentation,
and a willingness to subject some of our most established scholarly
communication and publishing practices, together with the institutions that
sustain them (the library, publishing house etc.), to rigorous critique.
Included in the latter will be the asking of important questions about our
notions of authorship, authority, originality, quality, credibility,
sustainability, intellectual property, fixity and the book — questions that
lie at the heart of what scholarship is and what the university can be in the
21st century’. Janneke Adema and Gary Hall, ‘The Political Nature of the Book:
On Artists’ Books and Radical Open Access’, New Formations 78.1 (2013),
138–56, ; Janneke Adema and Samuel
Moore, ‘Collectivity and Collaboration: Imagining New Forms of Communality to
Create Resilience In Scholar-Led Publishing’, Insights 31.3 (2018), ; Gary Hall, ‘Radical Open Access in the
Humanities’ (presented at the Research Without Borders, Columbia University,
2010),
humanities/>; Janneke Adema, ‘Knowledge Production Beyond The Book? Performing
the Scholarly Monograph in Contemporary Digital Culture’ (PhD dissertation,
Coventry University, 2015),
f4c62c77ac86/1/ademacomb.pdf>
[34](ch3.xhtml#footnote-119-backlink) Julien McHardy, ‘Why Books Matter: There
Is Value in What Cannot Be Evaluated’, Impact of Social Sciences, 2014, n.p.,
[http://blogs.lse.ac.uk/impactofsocial sciences/2014/09/30/why-books-
matter/](http://blogs.lse.ac.uk/impactofsocialsciences/2014/09/30/why-books-
matter/)
[35](ch3.xhtml#footnote-118-backlink) Karen Barad, Meeting the Universe
Halfway: Quantum Physics and the Entanglement of Matter and Meaning (Durham,
N.C. and London: Duke University Press, 2007).
[36](ch3.xhtml#footnote-117-backlink) Annemarie Mol, The Logic of Care: Health
and the Problem of Patient Choice, 1st ed. (London and New York: Routledge,
2008).
[37](ch3.xhtml#footnote-116-backlink) Sebastian Abrahamsson and others,
‘Mattering Press: New Forms of Care for STS Books’, The EASST Review 32.4
(2013),
press-new-forms-of-care-for-sts-books/>
[40](ch3.xhtml#footnote-113-backlink) Susan Leigh Star, ‘The Sociology of the
Invisible: The Primacy of Work in the Writings of Anselm Strauss’, in Anselm
Leonard Strauss and David R. Maines (eds.), Social Organization and Social
Process: Essays in Honor of Anselm Strauss (New York: A. de Gruyter, 1991).
Mattering Press is not alone in exploring an ethics of care in relation to
(academic) publishing. Sarah Kember, director of Goldsmiths Press is also
adamant in her desire to make the underlying processes of publishing (i.e.
peer review, citation practices) more transparent and accountable Sarah
Kember, ‘Why Publish?’, Learned Publishing 29 (2016), 348–53, . Mercedes Bunz, one of the editors running
Meson Press, argues that a sociology of the invisible would incorporate
‘infrastructure work’, the work of accounting for, and literally crediting
everybody involved in producing a book: ‘A book isn’t just a product that
starts a dialogue between author and reader. It is accompanied by lots of
other academic conversations — peer review, co-authors, copy editors — and
these conversations deserve to be taken more serious’. Jussi Parikka and
Mercedes Bunz, ‘A Mini-Interview: Mercedes Bunz Explains Meson Press’,
Machinology, 2014,
mercedes-bunz-explains-meson-press/>. For Open Humanities Press authorship is
collaborative and even often anonymous: for example, they are experimenting
with research published in wikis to further complicate the focus on single
authorship and a static marketable book object within academia (see their
living and liquid books series).
[41](ch3.xhtml#footnote-112-backlink) Lori Emerson, ‘Digital Poetry as
Reflexive Embodiment’, in Markku Eskelinen, Raine Koskimaa, Loss Pequeño
Glazier and John Cayley (eds.), CyberText Yearbook 2002–2003, 2003, 88–106,
[42](ch3.xhtml#footnote-111-backlink) Dani Spinosa, ‘“My Line (Article) Has
Sighed”: Authorial Subjectivity and Technology’, Generic Pronoun, 2014,
[43](ch3.xhtml#footnote-110-backlink) Spinosa, ‘My Line (Article) Has Sighed’.
[44](ch3.xhtml#footnote-109-backlink) Emerson, ‘Digital Poetry as Reflexive
Embodiment’, p. 89.
[45](ch3.xhtml#footnote-108-backlink) Rolf Hughes, ‘Orderly Disorder: Post-
Human Creativity’, in Proceedings of the Linköping Electronic Conference
(Linköpings universitet: University Electronic Press, 2005).
[46](ch3.xhtml#footnote-107-backlink) N. Katherine Hayles, ‘Print Is Flat,
Code Is Deep: The Importance of Media-Specific Analysis’, Poetics Today 25.1
(2004), 67–90, ; Johanna Drucker,
‘Performative Materiality and Theoretical Approaches to Interface’, Digital
Humanities Quarterly 7.1 (2013), ; Johanna
Drucker, ‘Distributed and Conditional Documents: Conceptualizing
Bibliographical Alterities’, MATLIT: Revista do Programa de Doutoramento em
Materialidades da Literatura 2.1 (2014), 11–29.
[47](ch3.xhtml#footnote-106-backlink) Nick Montfort, ‘The Coding and Execution
of the Author’, in Markku Eskelinen, Raine Kosimaa, Loss Pequeño Glazier and
John Cayley (eds.), CyberText Yearbook 2002–2003, 2003, 201–17 (p. 201),
[48](ch3.xhtml#footnote-105-backlink) Montfort, ‘The Coding and Execution of
the Author’, p. 202.
[49](ch3.xhtml#footnote-104-backlink) Lori Emerson, ‘Materiality,
Intentionality, and the Computer-Generated Poem: Reading Walter Benn Michaels
with Erin Moureacute’s Pillage Land’, ESC: English Studies in Canada 34
(2008), 66.
[50](ch3.xhtml#footnote-103-backlink) Marcus Boon, In Praise of Copying
(Cambridge, MA: Harvard University Press, 2010); Johanna Drucker, ‘Humanist
Computing at the End of the Individual Voice and the Authoritative Text’, in
Patrik Svensson and David Theo Goldberg (eds.), Between Humanities and the
Digital (Cambridge, MA: MIT Press, 2015), pp. 83–94.
[51](ch3.xhtml#footnote-102-backlink) We have to take into consideration here
that print-based cultural products were never fixed or static; the dominant
discourses constructed around them just perceive them to be so.
[52](ch3.xhtml#footnote-101-backlink) Craig, Turcotte, and Coombe, ‘What’s
Feminist About Open Access?’, p. 2.
[53](ch3.xhtml#footnote-100-backlink) Ibid.
[54](ch3.xhtml#footnote-099-backlink) Johanna Gibson, Creating Selves:
Intellectual Property and the Narration of Culture (Aldershot, UK, and
Burlington: Routledge, 2007), p. 7.
[55](ch3.xhtml#footnote-098-backlink) Gibson, Creating Selves, p. 7.
[56](ch3.xhtml#footnote-097-backlink) Ibid.
[57](ch3.xhtml#footnote-096-backlink) Kenneth Goldsmith, Uncreative Writing:
Managing Language in the Digital Age (New York: Columbia University Press,
2011), p. 227.
[58](ch3.xhtml#footnote-095-backlink) Ibid., p. 15.
[59](ch3.xhtml#footnote-094-backlink) Goldsmith, Uncreative Writing, p. 81.
[60](ch3.xhtml#footnote-093-backlink) Ibid.
[61](ch3.xhtml#footnote-092-backlink) It is worth emphasising that what
Goldsmith perceives as ‘uncreative’ notions of writing (including
appropriation, pastiche, and copying), have a prehistory that can be traced
back to antiquity (thanks go out to this chapter’s reviewer for pointing this
out). One example of this, which uses the method of cutting and pasting —
something I have outlined more in depth elsewhere — concerns the early modern
commonplace book. Commonplacing as ‘a method or approach to reading and
writing involved the gathering and repurposing of meaningful quotes, passages
or other clippings from published books by copying and/or pasting them into a
blank book.’ Janneke Adema, ‘Cut-Up’, in Eduardo Navas (ed.), Keywords in
Remix Studies (New York and London: Routledge, 2017), pp. 104–14,
[62](ch3.xhtml#footnote-091-backlink) Gibson, Creating Selves, p. 27.
[63](ch3.xhtml#footnote-090-backlink) For example, animals cannot own
copyright. See the case of Naruto, the macaque monkey that took a ‘selfie’
photograph of itself. Victoria Richards, ‘Monkey Selfie: Judge Rules Macaque
Who Took Grinning Photograph of Himself “Cannot Own Copyright”’, The
Independent, 7 January 2016,
/monkey-selfie-judge-rules-macaque-who-took-grinning-photograph-of-himself-
cannot-own-copyright-a6800471.html>
[64](ch3.xhtml#footnote-089-backlink) Anna Munster, ‘Techno-Animalities — the
Case of the Monkey Selfie’ (presented at the Goldsmiths University, London,
2016),
[65](ch3.xhtml#footnote-088-backlink) Sarah Kember, ‘Why Write?: Feminism,
Publishing and the Politics of Communication’, New Formations: A Journal of
Culture/Theory/Politics 83.1 (2014), 99–116.
Stankievech
Letter to the Superior Court of Quebec Regarding Arg.org
2016
Letter to the Superior Court of Quebec Regarding Arg.org
Charles Stankievech
19 January 2016
To the Superior Court of Quebec:
I am writing in support of the online community and library platform called “Arg.org” (also known under additional aliases and
urls including “aaaaarg.org,” “grr.aaaaarg.org,” and most recently
“grr.aaaaarg.fail”). It is my understanding that a copyright infringement lawsuit has been leveled against two individuals who
support this community logistically. This letter will address what
I believe to be the value of Arg.org to a variety of communities
and individuals; it is written to encompass my perspective on the
issue from three distinct positions: (1) As Director of the Visual
Studies Program, Faculty of Architecture, Landscape, and Design,
University of Toronto, where I am a professor and oversee three
degree streams for both graduate and undergraduate students;
(2) As the co-director of an independent publishing house based
in Berlin, Germany, and Toronto, Canada, which works with international institutions around the world; (3) As a scholar and writer
who has published in a variety of well-regarded international
journals and presses. While I outline my perspective in relation to
these professional positions below, please note that I would also
be willing to testify via video-conference to further articulate
my assessment of Arg.org’s contribution to a diverse international
community of artists, scholars, and independent researchers.
98
Essay continuing from page 49
“Warburgian tradition.”47 If we consider the Warburg Library
in its simultaneous role as a contained space and the reflection
of an idiosyncratic mental energy, General Stumm’s aforementioned feeling of “entering an enormous brain” seems an
especially concise description. Indeed, for Saxl the librarian,
“the books remain a body of living thought as Warburg had
planned,”48 showing “the limits and contents of his scholarly
worlds.”49 Developed as a research tool to solve a particular
intellectual problem—and comparable on a number of levels
to exhibition-led inquiry—Aby Warburg’s organically structured, themed library is a three-dimensional instance of a library that performatively articulates and potentiates itself,
which is not yet to say exhibits, as both spatial occupation and
conceptual arrangement, where the order of things emerges
experimentally, and in changing versions, from the collection
and its unusual cataloging.50
47
48
49
50
Saxl speaks of “many tentative and personal excrescences” (“The History of
Warburg’s Library,” 331). When Warburg fell ill in 1920 with a subsequent fouryear absence, the library was continued by Saxl and Gertrud Bing, the new and
later closest assistant. Despite the many helpers, according to Saxl, Warburg always
remained the boss: “everything had the character of a private book collection, where
the master of the house had to see it in person that the bills were paid in time,
that the bookbinder chose the right material, or that neither he nor the carpenter
delivering a new shelf over-charged” (Ibid., 329).
Ibid., 331.
Ibid., 329.
A noteworthy aside: Gertrud Bing was in charge of keeping a meticulous index of
names and keywords; evoking the library catalog of Borges’s fiction, Warburg even
kept an “index of un-indexed books.” See Diers, “Porträt aus Büchern,” 21.
99
1. Arg.org supports a collective & semiprivate community of
academics & intellectuals.
As the director of a graduate-level research program at the University of Toronto, I have witnessed first-hand the evolution
of academic research. Arg.org has fostered a vibrant community
of thinkers, students, and writers, who can share their research
and create new opportunities for collaboration and learning
because of the knowledge infrastructure provided by the platform.
The accusation of copyright infringement leveled against the
community misses the point of the research platform altogether.
While there are texts made available for download at no expense
through the Arg.org website, it is essential to note that these texts
are not advertised, nor are they accessible to the general public.
Arg.org is a private community whose sharing platform can only
be accessed by invitation. Such modes of sharing have always
existed in academic communities; for example, when a group of
professors would share Xerox copies of articles they want to read
together as part of a collaborative research project. Likewise,
it would be hard to imagine a community of readers at any time
in history without the frequent lending and sharing of books.
From this perspective, Arg.org should be understood within a
twenty-first century digital ethos, where the sharing of intellectual
property and the generation of derivative IP occurs through collaborative platforms. On this point, I want to draw further attention
to two fundamental aspects of Arg.org.
a. One essential feature of the Arg.org platform is that it gives
invited users the ability to create reading lists from available texts—
what are called on the website “collections.” These collections
are made up of curated folders containing text files (usually in
Portable Document Format); such collections allow for new and
novel associations of texts, and the development of working
bibliographies that assist in research. Users can discover previously unfamiliar materials—including entire books and excerpted
chapters, essays, and articles—through these shared collections.
Based on the popularity of previous collections I have personally
assembled on the Arg.org platform, I have been invited to give
100
In the Memory Hall of Reproductions
Several photographs document how the Warburg Library was
also a backdrop for Warburg’s picture panels, the wood boards
lined with black fabric, which, not unlike contemporary mood
boards, held the visual compositions he would assemble and
re-assemble from around 2,000 photographs, postcards, and
printed reproductions cut out of books and newspapers.
Sometimes accompanied by written labels or short descriptions, the panels served as both public displays and researchin-process, and were themselves photographed with the aim
to eventually be disseminated as book pages in publications.
In the end, not every publishing venture was realized, and
most panels themselves were even lost along the way; in fact,
today, the panel photographs are the only visual remainder of
this type of research from the Warburg Institute. Probably the
most acclaimed of the panels are those which Warburg developed in close collaboration with his staff during the last years
of his life and from which he intended to create a sequential
picture atlas of human memory referred to as the Mnemosyne
Atlas. Again defying the classical boundaries of the disciplines, Warburg had appropriated visual material from the
archives of art history, natural philosophy, and science to
vividly evoke and articulate his thesis through the creation of
unprecedented associations. Drawing an interesting analogy,
the following statement from Warburg scholar Kurt Forster
underlines the importance of the panels for the creation of
meaning:
Warburg’s panels belong into the realm of the montage à la Schwitters or Lissitzky. Evidently, such a
101
guest lectures at various international venues; such invitations
demonstrate that this cognitive work is considered original
research and a valuable intellectual exercise worthy of further
discussion.
b. The texts uploaded to the Arg.org platform are typically documents scanned from the personal libraries of users who have
already purchased the material. As a result, many of the documents are combinations of the original published text and annotations or notes from the reader. Commentary is a practice that
has been occurring for centuries; in Medieval times, the technique
of adding commentary directly onto a published page for future
readers to read alongside the original writing was called “Glossing.”
Much of the philosophy, theology, and even scientific theories
were originally produced in the margins of other texts. For example, in her translation and publication of Charles Babbage’s lecture
on the theory of the first computer, Ada Lovelace had more notes
than the original lecture. Even though the text was subsequently
published as Babbage’s work, today modern scholarship acknowledges Lovelace as important voice in the theorization of the
modern computer due to these vital marginal notes.
2. Arg.org supports small presses.
Since 2011, I have been the co-founder and co-director of
K. Verlag, an independent press based in Berlin, Germany, and
Toronto, Canada. The press publishes academic books on art
and culture, as well as specialty books on art exhibitions. While
I am aware of the difficulties faced by small presses in terms of
profitability, especially given fears that the sharing of books online
could further hurt book sales; however, my experience has been
in the opposite direction. At K. Verlag, we actually upload our new
publications directly to Arg.org because we know the platform
reaches an important community of readers and thinkers. Fully
conscious of the uniqueness of printed books and their importance, digital circulation of ebooks and scanned physical books
present a range of different possibilities in reaching our audiences
in a variety of ways. Some members of Arg.org may be too
102
comparison does not need to claim artistic qualities
for Warburg’s panels, nor does it deny them regarding
Schwitters’s or Lissitzky’s collages. It simply lifts the
role of graphic montage from the realm of the formal
into the realm of the construction of meaning.51
Interestingly, even if Forster makes a point not to categorize
Warburg’s practice as art, in twentieth-century art theory and
visual culture scholarship, his idiosyncratic technique has
evidently been mostly associated with art practice. In fact,
insofar as Warburg is acknowledged (together with Marcel
Duchamp and, perhaps, the less well-known André Malraux),
it is as one of the most important predecessors for artists
working with the archive.52 Forster articulates the traditional
assumption that only artists were “allowed” to establish idiosyncratic approaches and think with objects outside of the
box. However, within the relatively new discourse of the
“curatorial,” contra the role of the “curator,” the curatorial
delineates its territory as that which is no longer defined exclusively by what the curator does (i.e. responsibilities of classification and care) but rather as a particular agency in terms of
epistemologically and spatially working with existing materials and collections. Consequently, figures such as Warburg
51
52
Kurt Forster, quoted in Benjamin H.D. Buchloh, “Gerhard Richter’s Atlas: Das anomische Archiv,” in Paradigma Fotografie: Fotokritik am Ende des fotografischen Zeitalters,
ed. Herta Wolf (Frankfurt/M.: Suhrkamp Verlag, 2002), 407, with further references.
One such example is the Atlas begun by Gerhard Richter in 1962; another is
Thomas Hirschhorn’s large-format, mixed-media collage series MAPS. Entitled
Foucault-Map (2008), The Map of Friendship Between Art and Philosophy (2007),
and Hannah-Arendt-Map (2003), these works are partly made in collaboration
with the philosopher Marcus Steinweg. They bring a diverse array of archival and
personal documents or small objects into associative proximities and reflect the
complex impact philosophy has had on Hirschhorn’s art and thinking.
103
poor to afford to buy our books (eg. students with increasing debt,
precarious artists, or scholars in countries lacking accessible
infrastructures for high-level academic research). We also realize
that Arg.org is a library-community built over years; the site
connects us to communities and individuals making original work
and we are excited if our books are shared by the writers, readers,
and artists who actively support the platform. Meanwhile, we
have also seen that readers frequently discover books from our
press through a collection of books on Arg.org, download the
book for free to browse it, and nevertheless go on to order a print
copy from our shop. Even when this is not the case, we believe
in the environmental benefit of Arg.org; printing a book uses
valuable resources and then requires additional shipping around
the world—these practices contradict our desire for the broadest
dissemination of knowledge through the most environmentallyconscious of means.
3. Arg.org supports both official institutional academics
& independent researchers.
As a professor at the University of Toronto, I have access to one
of the best library infrastructures in the world. In addition to
core services, this includes a large number of specialty libraries,
archives, and massive online resources for research. Such
an investment by the administration of the university is essential
to support the advanced research conducted in the numerous
graduate programs and by research chairs. However, there are
at least four ways in which the official, sanctioned access to these
library resources can at times fall short.
a. Physical limitations. While the library might have several copies
of a single book to accommodate demand, it is often the case
that these copies are simultaneously checked out and therefore
not available when needed for teaching or writing. Furthermore,
the contemporary academic is required to constantly travel for
conferences, lectures, and other research obligations, but travelling with a library is not possible. Frequently while I am working
abroad, I access Arg.org to find a book which I have previously
104
and Malraux, who thought apropos objects in space (even
when those objects are dematerialized as reproductions),
become productive forerunners across a range of fields: from
art, through cultural studies and art history, to the curatorial.
Essential to Warburg’s library and Mnemosyne Atlas, but
not yet articulated explicitly, is that the practice of constructing two-dimensional, heterogeneous image clusters shifts the
value between an original work of art and its mechanical
reproduction, anticipating Walter Benjamin’s essay written a
decade later.53 While a museum would normally exhibit an
original of Albrecht Dürer’s Melencolia I (1514) so it could be
contemplated aesthetically (admitting that even as an etching
it is ultimately a form of reproduction), when inserted as a
quotidian reprint into a Warburgian constellation and exhibited within a library, its “auratic singularity”54 is purposefully
challenged. Favored instead is the iconography of the image,
which is highlighted by way of its embeddedness within a
larger (visual-emotional-intellectual) economy of human consciousness.55 As it receives its impetus from the interstices
53
54
55
One of the points Benjamin makes in “The Artwork in the Age of Mechanical
Reproduction” is that reproducibility increases the “exhibition value” of a work of art,
meaning its relationship to being viewed is suddenly valued higher than its
relationship to tradition and ritual (“cult value”); a process which, as Benjamin writes,
nevertheless engenders a new “cult” of remembrance and melancholy (224–26).
Benjamin defines “aura” as the “here and now” of an object, that is, as its spatial,
temporal, and physical presence, and above all, its uniqueness—which in his
opinion is lost through reproduction. Ibid., 222.
It is worth noting that Warburg wrote his professorial dissertation on Albrecht
Dürer. Another central field of his study was astrology, which Warburg examined
from historical and philosophical perspectives. It is thus not surprising to find
out that Dürer’s Melencolia I (1514), addressing the relationship between the
human and the cosmos, was of the highest significance to Warburg as a recurring
theme. The etching is shown, for instance, as image 8 of Plate 58, “Kosmologie bei
Dürer” (Cosmology in Dürer); reproduced in Warnke, ed., Aby Moritz Warburg:
Der Bilderatlas Mnemosyne, Gesammelte Schriften, Vol. 1, 106–7. The connections
105
purchased, and which is on my bookshelf at home, but which
is not in my suitcase. Thus, the Arg.org platform acts as a patch
for times when access to physical books is limited—although
these books have been purchased (either by the library or the
reader herself) and the publisher is not being cheated of profit.
b. Lack of institutional affiliation. The course of one’s academic
career is rarely smooth and is increasingly precarious in today’s
shift to a greater base of contract sessional instructors. When
I have been in-between institutions, I lost access to the library
resources upon which my research and scholarship depended.
So, although academic publishing functions in accord with library
acquisitions, there are countless intellectuals—some of whom
are temporary hires or in-between job appointments, others whom
are looking for work, and thus do not have access to libraries.
In this position, I would resort to asking colleagues and friends
to share their access or help me by downloading articles through
their respective institutional portals. Arg.org helps to relieve
this precarity through a shared library which allows scholarship
to continue; Arg.org is thus best described as a community of
readers who share their research and legally-acquired resources
so that when someone is researching a specific topic, the adequate book/essay can be found to fulfill the academic argument.
c. Special circumstances of non-traditional education. Several
years ago, I co-founded the Yukon School of Visual Arts in
Dawson City as a joint venture between an Indigenous government and the State college. Because we were a tiny school,
we did not fit into the typical academic brackets regarding student
population, nor could we access the sliding scale economics
of academic publishers. As a result, even the tiniest package for
a “small” academic institution would be thousands of times larger
than our population and budget. As a result, neither myself
nor my students could access the essential academic resources
required for a post-secondary education. I attempted to solve this
problem by forging partnerships, pulling in favors, and accessing
resources through platforms like Arg.org. It is important to realize
106
among text and image, visual display and publishing, the
expansive space of the library and the dense volume of the
book, Aby Warburg’s wide-ranging work appears to be best
summarized by the title of one of the Mnemosyne plates:
“Book Browsing as a Reading of the Universe.”56
To the Paper Museum
Warburg had already died before Benjamin theorized the
impact of mechanical reproduction on art in 1935. But it is
Malraux who claims to have embarked on a lengthy, multipart project about similitudes in the artistic heritage of the
world in exactly the same year, and for whom, in opposition
to the architectonic space of the museum, photographic
reproduction, montage, and the book are the decisive filters
through which one sees the world. At the outset of his book
Le Musée imaginaire (first published in 1947),57 Malraux argues
that the secular modern museum has been crucial in reframing and transforming objects into art, both by displacing
them from their original sacred or ritual context and purpose,
and by bringing them into proximity and adjacency
with one another, thereby opening new possible readings
56
57
and analogies between Warburg’s image-based research and his theoretical ideas,
and von Trier’s Melancholia, are striking; see Anna-Sophie Springer’s visual essay
“Reading Rooms Reading Machines” on p. 91 of this book.
“Buchblättern als Lesen des Universums,” Plate 23a, reproduced in Warnke, Aby
Moritz Warburg: Der Bilderatlas Mnemosyne, Gesammelte Schriften, Vol. 1, 38–9.
The title of the English translation, The Museum Without Walls, by Stuart Gilbert
and Francis Price (London: Secker & Warburg, 1967), must be read in reference
to Erasmus’s envisioning of a “library without walls,” made possible through the
invention of the printing press, as Anthony Grafton mentions in his lecture, “The
Crisis of Reading,” The CUNY Graduate Center, New York, 10 November 2014.
107
that Arg.org was founded to meet these grassroots needs; the
platform supports a vast number of educational efforts, including
co-research projects, self-organized reading groups, and numerous other non-traditional workshops and initiatives.
d. My own writing on Arg.org. While using the platform, I have frequently come across my own essays and publications on the
site; although I often upload copies of my work to Arg.org myself,
these copies had been uploaded by other users. I was delighted
to see that other users found my publications to be of value and
were sharing my work through their curated “collections.” In some
cases, I held outright exclusive copyright on the text and I was
pleased it was being distributed. In other rare cases, I shared the
copyright or was forced to surrender my IP prior to publication;
I was still happy to see this type of document uploaded. I realize
it is not within my authority to grant copyright that is shared,
however, the power structure of contemporary publishing is often
abusive towards the writer. Massive, for-profit corporations have
dominated the publishing of academic texts and, as a result of
their power, have bullied young academics into signing away their
IP in exchange for publication. Even the librarians at Harvard
University—who spend over $3.75 million USD annually on journal subscriptions alone—believe that the economy of academic
publishing and bullying by a few giants has crossed a line, to the
point where they are boycotting certain publishers and encouraging faculty to publish instead in open access journals.
I want to conclude my letter of support by affirming that
Arg.org is at the cutting edge of academic research and knowledge
production. Sean Dockray, one of the developers of Arg.org,
is internationally recognized as a leading thinker regarding the
changing nature of research through digital platforms; he is regularly invited to academic conferences to discuss how the community on the Arg.org platform is experimenting with digital research.
Reading, publishing, researching, and writing are all changing
rapidly as networked digital culture influences professional and
academic life more and more frequently. Yet, our legal frameworks and business models are always slower than the practices
(“metamorphoses”) of individual objects—and, even more
critically, producing the general category of art itself. As
exceptions to this process, Malraux names those creations that
are so embedded in their original architecture that they defy
relocation in the museum (such as church windows, frescoes,
or monuments); this restriction of scale and transportation, in
fact, resulted in a consistent privileging of painting and sculpture within the museological apparatus.58
Long before networked societies, with instant Google
Image searches and prolific photo blogs, Malraux dedicated
himself to the difficulty of accessing works and oeuvres
distributed throughout an international topography of institutions. He located a revolutionary solution in the dematerialization and multiplication of visual art through photography
and print, and, above all, proclaimed that an imaginary museum
based on reproductions would enable the completion of a
meaningful collection of artworks initiated by the traditional
museum.59 Echoing Benjamin’s theory regarding the power of
the reproduction to change how art is perceived, Malraux
writes, “Reproduction is not the origin but a decisive means
for the process of intellectualization to which we subject art.
58
59
I thank the visual culture scholar Antonia von Schöning for pointing me to
Malraux after reading my previous considerations of the book-as-exhibition. Von
Schöning herself is author of the essay “Die universelle Verwandtschaft zwischen
den Bildern: André Malraux’Musée Imaginaire als Familienalbum der Kunst,”
kunsttexte.de, April 2012, edoc.hu-berlin.de/kunsttexte/2012-1/von-schoening
-antonia-5/PDF/von-schoening.pdf.
André Malraux, Psychologie der Kunst: Das imaginäre Museum (Baden-Baden:
Woldemar Klein Verlag, 1949), 9; see also Rosalind Krauss, “The Ministry of
Fate,” in A New History of French Literature, ed. Denis Hollier (Cambridge, MA
and London: Harvard University Press, 1989), 1000–6: “The photographic archive
itself, insofar as it is the locale of a potentially complete assemblage of world
artifacts, is a repository of knowledge in a way that no individual museum could
ever be” (1001).
109
of artists and technologists. Arg.org is a non-profit intellectual
venture and should therefore be considered as an artistic experiment, a pedagogical project, and an online community of coresearchers; it should not be subject to the same legal judgments
designed to thwart greedy profiteers and abusive practices.
There are certainly some documents to be found on Arg.org that
have been obtained by questionable or illegal means—every
Web 2.0 platform is bound to find such examples, from Youtube
to Facebook; however, such examples occur as a result of a small
number of participant users, not because of two dedicated individuals who logistically support the platform. A strength of Arg.org
and a source of its experimental vibrancy is its lack of policing,
which fosters a sense of freedom and anonymity which are both
vital elements for research within a democratic society and
the foundations of any library system. As a result of this freedom,
there are sometimes violations of copyright. However, since
Arg.org is a committed, non-profit community-library, such transgressions occur within a spirit of sharing and fair use that characterize this intellectual community. This sharing is quite different
from the popular platform Academia.edu, which is searchable
by non-users and acquires value by monetizing its articles through
the sale of digital advertising space and a nontransparent investment exit strategy. Arg.org is the antithesis of such a model
and instead fosters a community of learning through its platform.
Please do not hesitate to contact me for further information,
or to testify as a witness.
Regards,
Charles Stankievech,
Director of Visual Studies Program, University of Toronto
Co-Director of K. Verlag, Berlin & Toronto
… Medieval works, as diverse as the tapestry, the glass window,
the miniature, the fresco, and the sculpture become united as
one family if reproduced together on one page.”60 In his search
for a common visual rhetoric, Malraux went further than
merely arranging creations from one epoch and cultural sphere
by attempting to collect and directly juxtapose artworks and
artifacts from very diverse and distant cultural, historical, and
geographic contexts.
His richly illustrated series of books thus functions as a
utopian archive of new temporalities of art liberated from
history and scale by de-contextualizing and re-situating the
works, or rather their reproduced images, in unorthodox combinations. Le Musée imaginaire was thus an experimental virtual
museum intended to both form a repository of knowledge and
provide a space of association and connection that could not
be sustained by any other existing place or institution. From an
art historical point of view—Malraux was not a trained scholar
and was readily criticized by academics—his theoretical
assumptions of “universal kinship” (von Schöning) and the
“anti-destiny” of art have been rejected. His material selection
process and visual appropriation and manipulation through
framing, lighting, and scale, have also been criticized for their
problematic and often controversial—one could say, colonizing—implications.61 Among the most recent critics is the art
historian Walter Grasskamp, who argues that Malraux moreover might well have plagiarized the image-based work of the
60
61
André Malraux, Das imaginäre Museum, 16.
See the two volumes of Georges Duthuit, Le Musée Inimaginable (Paris: J. Corti,
1956); Ernst Gombrich, “André Malraux and the Crisis of Expressionism,” The
Burlington Magazine 96 (1954): 374–78; Michel Merlot, “L’art selon André Malraux,
du Musée imaginaire à l’Inventaire general,” In Situ 1 (2001), www.insitu.revues
.org/1053; and von Schöning, “Die universelle Verwandtschaft zwischen den Bildern.”
I first spoke to the patient in the last week of that August. That evening the
sun was tender in drawing its shadows across the lines of his face. The eyes
gazed softly into a close middle distance, as if composing a line upon a
translucent page hung in the middle of the air, the hands tapping out a stanza
or two of music on legs covered by the brown folds of a towelling dressing
gown. He had the air of someone who had seen something of great amazement but
yet lacked the means to put it into language. As I got to know the patient
over the next few weeks I learned that this was not for the want of effort.
In his youth he had dabbled with the world-speak language Volapük, one
designed to do away with the incompatibility of tongues, to establish a
standard in which scientific intercourse might be conducted with maximum
efficiency and with minimal friction in movement between minds, laboratories
and publications. Latin biological names, the magnificent table of elements,
metric units of measurement, the nomenclature of celestial objects from clouds
to planets, anatomical parts and medical conditions all had their own systems
of naming beyond any specific tongue. This was an attempt to bring reason into
speech and record, but there were other means to do so when reality resisted
these early measures.
The dabbling, he reflected, had become a little more than that. He had
subscribed to journals in the language, he wrote letters to colleagues and
received them in return. A few words of world-speak remained readily on his
tongue, words that he spat out regularly into the yellow-wallpapered lounge of
the sanatorium with a disgust that was lugubriously palpable.
According to my records, and in piecing together the notes of previous
doctors, there was something else however, something more profound that the
language only hinted at. Just as the postal system did not require the
adoption of any language in particular but had its formats that integrated
them into addressee, address line, postal town and country, something that
organised the span of the earth, so there was a sense of the patient as having
sustained an encounter with a fundamental form of organisation that mapped out
his soul. More thrilling than the question of language indeed was that of the
system of organisation upon which linguistic symbols are inscribed. I present
for the reader’s contemplation some statements typical of those he seemed to
mull over.
“The index card system spoke to my soul. Suffice it to say that in its use I
enjoyed the highest form of spiritual pleasure, and organisational efficiency,
a profound flowering of intellect in which every thought moved between its
enunciation, evidence, reference and articulation in a mellifluous flow of
ideation and the gratification of curiosity.” This sense of the soul as a
roving enquiry moving across eras, across forms of knowledge and through the
serried landscapes of the vast planet and cosmos was returned to over and
over, a sense that an inexplicable force was within him yet always escaping
his touch.
“At every reference stood another reference, each more interesting than the
last. Each the apex of a pyramid of further reading, pregnant with the threat
of digression, each a thin high wire which, if not observed might lead the
author into the fall of error, a finding already found against and written
up.” He mentions too, a number of times, the way the furniture seemed to
assist his thoughts - the ease of reference implied by the way in which the
desk aligned with the text resting upon the pages of the off-print, journal,
newspaper, blueprint or book above which further drawers of cards stood ready
in their cabinet. All were integrated into the system. And yet, amidst these
frenetic recollections there was a note of mourning in his contemplative
moods, “The superposition of all planes of enquiry and of thought in one
system repels those for whom such harmonious speed is suspicious.” This
thought was delivered with a stare that was not exactly one of accusation, but
that lingered with the impression that there was a further statement to follow
it, and another, queued up ready to follow.
As I gained the trust of the patient, there was a sense in which he estimated
me as something of a junior collaborator, a clerk to his natural role as
manager. A lucky, if slightly doubtful, young man whom he might mentor into
efficiency and a state of full access to information. For his world, there was
not the corruption and tiredness of the old methods. Ideas moved faster in his
mind than they might now across the world. To possess a register of thoughts
covering a period of some years is to have an asset, the value of which is
almost incalculable. That it can answer any question respecting any thought
about which one has had an enquiry is but the smallest of its merits. More
important is the fact that it continually calls attention to matters requiring
such attention.
Much of his discourse was about the optimum means of arrangement of the
system, there was an art to laying out the cards. As the patient further
explained, to meet the objection that loose cards may easily be mislaid, cards
may be tabbed with numbers from one to ten. When arranged in the drawer, these
tabs proceed from left to right across the drawer and the absence of a single
card can thus easily be detected. The cards are further arranged between
coloured guide cards. As an alternative to tabbed cards, signal flags may be
used. Here, metal clips may be attached to the top end of the card and that
stand out like guides. For use of the system in relation to dates of the
month, the card is printed with the numbers 1 to 31 at the top. The metal clip
is placed as a signal to indicate the card is to receive attention on the
specified day. Within a large organisation a further card can be drawn up to
assign responsibility for processing that date’s cards. There were numerous
means of working the cards, special techniques for integrating them into any
type of research or organisation, means by which indexes operating on indexes
could open mines of information and expand the knowledge and capabilities of
mankind.
As he pressed me further, I began to experiment with such methods myself by
withdrawing data from the sanatorium’s records and transferring it to cards in
the night. The advantages of the system are overwhelming. Cards, cut to the
right mathematical degree of accuracy, arrayed readily in drawers, set in
cabinets of standard sizes that may be added to at ease, may be apportioned
out amongst any number of enquirers, all of whom may work on them
independently and simultaneously. The bound book, by contrast, may only be
used by one person at a time and that must stay upon a shelf itself referred
to by an index card system. I began to set up a structure of rows of mirrors
on chains and pulleys and a set of levered and hinged mechanical arms to allow
me to open the drawers and to privately consult my files from any location
within the sanatorium. The clarity of the image is however so far too much
effaced by the diffusion of light across the system.
It must further be borne in mind that a system thus capable of indefinite
expansion obviates the necessity for hampering a researcher with furniture or
appliances of a larger size than are immediately required. The continuous and
orderly sequence of the cards may be extended further into the domain of
furniture and to the conduct of business and daily life. Reasoning, reference
and the order of ideas emerging as they embrace and articulate a chaotic world
and then communicate amongst themselves turning the world in turn into
something resembling the process of thought in an endless process of
consulting, rephrasing, adding and sorting.
For the patient, ideas flowed like a force of life, oblivious to any unnatural
limitation. Thought became, with the proper use of the system, part of the
stream of life itself. Thought moved through the cards not simply at the
superficial level of the movement of fingers and the mechanical sliding and
bunching of cards, but at the most profound depths of the movement between
reality and our ideas of it. The organisational grace to be found in
arrangement, classification and indexing still stirred the remnants of his
nervous system until the last day.
Graziano, Mars & Medak
Learning from #Syllabus
2019
ACTIONS
LEARNING FROM
#SYLLABUS
VALERIA GRAZIANO,
MARCELL MARS,
TOMISLAV MEDAK
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LEARNING FROM #SYLLABUS
VALERIA GRAZIANO, MARCELL MARS, TOMISLAV MEDAK
The syllabus is the manifesto of the 21st century.
—Sean Dockray and Benjamin Forster1
#Syllabus Struggles
In August 2014, Michael Brown, an 18-year-old boy living in Ferguson, Missouri,
was fatally shot by police officer Darren Wilson. Soon after, as the civil protests denouncing police brutality and institutional racism began to mount across the United
States, Dr. Marcia Chatelain, Associate Professor of History and African American
Studies at Georgetown University, launched an online call urging other academics
and teachers ‘to devote the first day of classes to a conversation about Ferguson’ and ‘to recommend texts, collaborate on conversation starters, and inspire
dialogue about some aspect of the Ferguson crisis.’2 Chatelain did so using the
hashtag #FergusonSyllabus.
Also in August 2014, using the hashtag #gamergate, groups of users on 4Chan,
8Chan, Twitter, and Reddit instigated a misogynistic harassment campaign against
game developers Zoë Quinn and Brianna Wu, media critic Anita Sarkeesian, as well as
a number of other female and feminist game producers, journalists, and critics. In the
following weeks, The New Inquiry editors and contributors compiled a reading list and
issued a call for suggestions for their ‘TNI Syllabus: Gaming and Feminism’.3
In June 2015, Donald Trump announced his candidacy for President of the United
States. In the weeks that followed, he became the presumptive Republican nominee,
and The Chronicle of Higher Education introduced the syllabus ‘Trump 101’.4 Historians N.D.B. Connolly and Keisha N. Blain found ‘Trump 101’ inadequate, ‘a mock college syllabus […] suffer[ing] from a number of egregious omissions and inaccuracies’,
failing to include ‘contributions of scholars of color and address the critical subjects
of Trump’s racism, sexism, and xenophobia’. They assembled ‘Trump Syllabus 2.0’.5
Soon after, in response to a video in which Trump engaged in ‘an extremely lewd
conversation about women’ with TV host Billy Bush, Laura Ciolkowski put together a
‘Rape Culture Syllabus’.6
1
2
3
4
5
6
Sean Dockray, Benjamin Forster, and Public Office, ‘README.md’, Hyperreadings, 15 February
2018, https://samiz-dat.github.io/hyperreadings/.
Marcia Chatelain, ‘Teaching the #FergusonSyllabus’, Dissent Magazine, 28 November 2014,
https://www.dissentmagazine.org/blog/teaching-ferguson-syllabus/.
‘TNI Syllabus: Gaming and Feminism’, The New Inquiry, 2 September 2014, https://thenewinquiry.
com/tni-syllabus-gaming-and-feminism/.
‘Trump 101’, The Chronicle of Higher Education, 19 June 2016, https://www.chronicle.com/article/
Trump-Syllabus/236824/.
N.D.B. Connolly and Keisha N. Blain, ‘Trump Syllabus 2.0’, Public Books, 28 June 2016, https://
www.publicbooks.org/trump-syllabus-2-0/.
Laura Ciolkowski, ‘Rape Culture Syllabus’, Public Books, 15 October 2016, https://www.
publicbooks.org/rape-culture-syllabus/.
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In April 2016, members of the Standing Rock Sioux tribe established the Sacred Stone
Camp and started the protest against the Dakota Access Pipeline, the construction of
which threatened the only water supply at the Standing Rock Reservation. The protest at the site of the pipeline became the largest gathering of native Americans in
the last 100 years and they earned significant international support for their ReZpect
Our Water campaign. As the struggle between protestors and the armed forces unfolded, a group of Indigenous scholars, activists, and supporters of the struggles of
First Nations people and persons of color, gathered under the name the NYC Stands
for Standing Rock Committee, put together #StandingRockSyllabus.7
The list of online syllabi created in response to political struggles has continued to
grow, and at present includes many more examples:
All Monuments Must Fall Syllabus
#Blkwomensyllabus
#BLMSyllabus
#BlackIslamSyllabus
#CharlestonSyllabus
#ColinKaepernickSyllabus
#ImmigrationSyllabus
Puerto Rico Syllabus (#PRSyllabus)
#SayHerNameSyllabus
Syllabus for White People to Educate Themselves
Syllabus: Women and Gender Non-Conforming People Writing about Tech
#WakandaSyllabus
What To Do Instead of Calling the Police: A Guide, A Syllabus, A Conversation, A
Process
#YourBaltimoreSyllabus
It would be hard to compile a comprehensive list of all the online syllabi that have
been created by social justice movements in the last five years, especially, but not
exclusively, those initiated in North America in the context of feminist and anti-racist
activism. In what is now a widely spread phenomenon, these political struggles use
social networks and resort to the hashtag template ‘#___Syllabus’ to issue calls for
the bottom-up aggregation of resources necessary for political analysis and pedagogy
centering on their concerns. For this reason, we’ll call this phenomenon ‘#Syllabus’.
During the same years that saw the spread of the #Syllabus phenomenon, university
course syllabi have also been transitioning online, often in a top-down process initiated
by academic institutions, which has seen the syllabus become a contested document
in the midst of increasing casualization of teaching labor, expansion of copyright protections, and technology-driven marketization of education.
In what follows, we retrace the development of the online syllabus in both of these
contexts, to investigate the politics enmeshed in this new media object. Our argument
7
‘#StandingRockSyllabus’, NYC Stands with Standing Rock, 11 October 2016, https://
nycstandswithstandingrock.wordpress.com/standingrocksyllabus/.
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is that, on the one hand, #Syllabus names the problem of contemporary political culture as pedagogical in nature, while, on the other hand, it also exposes academicized
critical pedagogy and intellectuality as insufficiently political in their relation to lived
social reality. Situating our own stakes as both activists and academics in the present
debate, we explore some ways in which the radical politics of #Syllabus could be supported to grow and develop as an articulation of solidarity between amateur librarians
and radical educators.
#Syllabus in Historical Context: Social Movements and Self-Education
When Professor Chatelain launched her call for #FergusonSyllabus, she was mainly
addressing a community of fellow educators:
I knew Ferguson would be a challenge for teachers: When schools opened across
the country, how were they going to talk about what happened? My idea was simple, but has resonated across the country: Reach out to the educators who use
Twitter. Ask them to commit to talking about Ferguson on the first day of classes.
Suggest a book, an article, a film, a song, a piece of artwork, or an assignment that
speaks to some aspect of Ferguson. Use the hashtag: #FergusonSyllabus.8
Her call had a much greater resonance than she had originally anticipated as it reached
beyond the limits of the academic community. #FergusonSyllabus had both a significant impact in shaping the analysis and the response to the shooting of Michael
Brown, and in inspiring the many other #Syllabus calls that soon followed.
The #Syllabus phenomenon comprises different approaches and modes of operating. In some cases, the material is clearly claimed as the creation of a single individual, as in the case of #BlackLivesMatterSyllabus, which is prefaced on the project’s
landing page by a warning to readers that ‘material compiled in this syllabus should
not be duplicated without proper citation and attribution.’9 A very different position on
intellectual property has been embraced by other #Syllabus interventions that have
chosen a more commoning stance. #StandingRockSyllabus, for instance, is introduced as a crowd-sourced process and as a useful ‘tool to access research usually
kept behind paywalls.’10
The different workflows, modes of engagements, and positioning in relation to
intellectual property make #Syllabus readable as symptomatic of the multiplicity
that composes social justice movements. There is something old school—quite
literally—about the idea of calling a list of online resources a ‘syllabus’; a certain
quaintness, evoking thoughts of teachers and homework. This is worthy of investigation especially if contrasted with the attention dedicated to other online cultural
phenomena such as memes or fake news. Could it be that the online syllabus offers
8
9
10
Marcia Chatelain, ‘How to Teach Kids About What’s Happening in Ferguson’, The Atlantic, 25
August 2014, https://www.theatlantic.com/education/archive/2014/08/how-to-teach-kids-aboutwhats-happening-in-ferguson/379049/.
Frank Leon Roberts, ‘Black Lives Matter: Race, Resistance, and Populist Protest’, 2016, http://
www.blacklivesmattersyllabus.com/fall2016/.
‘#StandingRockSyllabus’, NYC Stands with Standing Rock, 11 October 2016, https://
nycstandswithstandingrock.wordpress.com/standingrocksyllabus/.
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a useful, fresh format precisely for the characteristics that foreground its connections to older pedagogical traditions and techniques, predating digital cultures?
#Syllabus can indeed be analyzed as falling within a long lineage of pedagogical tools
created by social movements to support processes of political subjectivation and the
building of collective consciousness. Activists and militant organizers have time and
again created and used various textual media objects—such as handouts, pamphlets,
cookbooks, readers, or manifestos—to facilitate a shared political analysis and foment
mass political mobilization.
In the context of the US, anti-racist movements have historically placed great emphasis on critical pedagogy and self-education. In 1964, the Council of Federated Organizations (an alliance of civil rights initiatives) and the Student Nonviolent
Coordinating Committee (SNCC), created a network of 41 temporary alternative
schools in Mississippi. Recently, the Freedom Library Project, a campaign born out
of #FergusonSyllabus to finance under-resourced pedagogical initiatives, openly
referenced this as a source of inspiration. The Freedom Summer Project of 1964
brought hundreds of activists, students, and scholars (many of whom were white)
from the north of the country to teach topics and issues that the discriminatory
state schools would not offer to black students. In the words of an SNCC report,
Freedom Schools were established following the belief that ‘education—facts to
use and freedom to use them—is the basis of democracy’,11 a conviction echoed
by the ethos of contemporary #Syllabus initiatives.
Bob Moses, a civil rights movement leader who was the head of the literary skills initiative in Mississippi, recalls the movement’s interest, at the time, in teaching methods
that used the very production of teaching materials as a pedagogical tool:
I had gotten hold of a text and was using it with some adults […] and noticed that
they couldn’t handle it because the pictures weren’t suited to what they knew […]
That got me into thinking about developing something closer to what people were
doing. What I was interested in was the idea of training SNCC workers to develop
material with the people we were working with.12
It is significant that for him the actual use of the materials the group created was much
less important than the process of producing the teaching materials together. This focus
on what could be named as a ‘pedagogy of teaching’, or perhaps more accurately ‘the
pedagogy of preparing teaching materials’, is also a relevant mechanism at play in the
current #Syllabus initiatives, as their crowdsourcing encourages different kinds of people
to contribute what they feel might be relevant resources for the broader movement.
Alongside the crucial import of radical black organizing, another relevant genealogy in
which to place #Syllabus would be the international feminist movement and, in particular, the strategies developed in the 70s campaign Wages for Housework, spearheaded
11
12
Daniel Perlstein, ‘Teaching Freedom: SNCC and the Creation of the Mississippi Freedom Schools’,
History of Education Quarterly 30.3 (Autumn 1990): 302.
Perlstein, ‘Teaching Freedom’: 306.
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by Selma James and Silvia Federici. The Wages for Housework campaign drove home
the point that unwaged reproductive labor provides a foundation for capitalist exploitation. They wanted to encourage women to denaturalize and question the accepted
division of labor into remunerated work outside the house and labor of love within
the confines of domesticity, discussing taboo topics such as ‘prostitution as socialized housework’ and ‘forced sterilization’ as issues impacting poor, often racialized,
women. The organizing efforts of Wages for Housework held political pedagogy at their
core. They understood that that pedagogy required:
having literature and other materials available to explain our goals, all written in a
language that women can understand. We also need different types of documents,
some more theoretical, others circulating information about struggles. It is important
that we have documents for women who have never had any political experience.
This is why our priority is to write a popular pamphlet that we can distribute massively and for free—because women have no money.13
The obstacles faced by the Wages for Housework campaign were many, beginning
with the issue of how to reach a dispersed constituency of isolated housewives
and how to keep the revolutionary message at the core of their claims accessible
to different groups. In order to tackle these challenges, the organizers developed
a number of innovative communication tactics and pedagogical tools, including
strategies to gain mainstream media coverage, pamphlets and leaflets translated
into different languages,14 a storefront shop in Brooklyn, and promotional tables at
local events.
Freedom Schools and the Wages for Housework campaign are only two amongst
the many examples of the critical pedagogies developed within social movements.
The #Syllabus phenomenon clearly stands in the lineage of this history, yet we should
also highlight its specificity in relation to the contemporary political context in which it
emerged. The #Syllabus acknowledges that since the 70s—and also due to students’
participation in protests and their display of solidarity with other political movements—
subjects such as Marxist critical theory, women studies, gender studies, and African
American studies, together with some of the principles first developed in critical pedagogy, have become integrated into the educational system. The fact that many initiators of #Syllabus initiatives are women and Black academics speaks to this historical
shift as an achievement of that period of struggles. However, the very necessity felt by
these educators to kick-start their #Syllabus campaigns outside the confines of academia simultaneously reveals the difficulties they encounter within the current privatized and exclusionary educational complex.
13
14
Silvia Federici and Arlen Austin (eds) The New York Wages for Housework Committee 1972-1977:
History, Theory and Documents. New York: Autonomedia, 2017: 37.
Some of the flyers and pamphlets were digitized by MayDay Rooms, ‘a safe haven for historical
material linked to social movements, experimental culture and the radical expression of
marginalised figures and groups’ in London, and can be found in their online archive: ‘Wages
for Housework: Pamphlets – Flyers – Photographs’, MayDay Rooms, http://maydayrooms.org/
archives/wages-for-housework/wfhw-pamphlets-flyers-photographs/.
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#Syllabus as a Media Object
Besides its contextualization within the historical legacy of previous grassroots mobilizations, it is also necessary to discuss #Syllabus as a new media object in its own
right, in order to fully grasp its relevance for the future politics of knowledge production and transmission.
If we were to describe this object, a #Syllabus would be an ordered list of links to
scholarly texts, news reports, and audiovisual media, mostly aggregated through a
participatory and iterative process, and created in response to political events indicative of larger conditions of structural oppression. Still, as we have seen, #Syllabus
as a media object doesn’t follow a strict format. It varies based on the initial vision
of their initiators, political causes, and social composition of the relevant struggle.
Nor does it follow the format of traditional academic syllabi. While a list of learning
resources is at the heart of any syllabus, a boilerplate university syllabus typically
also includes objectives, a timetable, attendance, coursework, examination, and an
outline of the grading system used for the given course. Relieved of these institutional
requirements, the #Syllabus typically includes only a reading list and a hashtag. The
reading list provides resources for understanding what is relevant to the here and
now, while the hashtag provides a way to disseminate across social networks the call
to both collectively edit and teach what is relevant to the here and now. Both the list
and the hashtag are specificities and formal features of the contemporary (internet)
culture and therefore merit further exploration in relation to the social dynamics at
play in #Syllabus initiatives.
The different phases of the internet’s development approached the problem of the
discoverability of relevant information in different ways. In the early days, the Gopher
protocol organized information into a hierarchical file tree. With the rise of World Wide
Web (WWW), Yahoo tried to employ experts to classify and catalog the internet into
a directory of links. That seemed to be a successful approach for a while, but then
Google (founded in 1998) came along and started to use a webgraph of links to rank
the importance of web pages relative to a given search query.
In 2005, Clay Shirky wrote the essay ‘Ontology is Overrated: Categories, Links and
Tags’,15 developed from his earlier talk ‘Folksonomies and Tags: The Rise of User-Developed Classification’. Shirky used Yahoo’s attempt to categorize the WWW to argue
against any attempt to classify a vast heterogenous body of information into a single
hierarchical categorical system. In his words: ‘[Yahoo] missed [...] that, if you’ve got
enough links, you don’t need the hierarchy anymore. There is no shelf. There is no file
system. The links alone are enough.’ Those words resonated with many. By following
simple formatting rules, we, the internet users, whom Time magazine named Person of
the Year in 2006, proved that it is possible to collectively write the largest encyclopedia
ever. But, even beyond that, and as per Shirky’s argument, if enough of us organized
our own snippets of the vast body of the internet, we could replace old canons, hierarchies, and ontologies with folksonomies, social bookmarks, and (hash)tags.
15
Clay Shirky, ‘Ontology Is Overrated: Categories, Links, and Tags’, 2005, http://shirky.com/writings/
herecomeseverybody/ontology_overrated.html.
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Very few who lived through those times would have thought that only a few years later
most user-driven services would be acquired by a small number of successful companies and then be shut down. Or, that Google would decide not to include the biggest
hashtag-driven platform, Twitter, into its search index and that the search results on
its first page would only come from a handful of usual suspects: media conglomerates, Wikipedia, Facebook, LinkedIn, Amazon, Reddit, Quora. Or, that Twitter would
become the main channel for the racist, misogynist, fascist escapades of the President
of United States.
This internet folk naivety—stoked by an equally enthusiastic, venture-capital-backed
startup culture—was not just naivety. This was also a period of massive experimental
use of these emerging platforms. Therefore, this history would merit to be properly
revisited and researched. In this text, however, we can only hint to this history: to contextualize how the hashtag as a formalization initially emerged, and how with time the
user-driven web lost some of its potential. Nonetheless, hashtags today still succeed in
propagating political mobilizations in the network environment. Some will say that this
propagation is nothing but a reflection of the internet as a propaganda machine, and
there’s no denying that hashtags do serve a propaganda function. However, it equally
matters that hashtags retain the capacity to shape coordination and self-organization,
and they are therefore a reflection of the internet as an organization machine.
As mentioned, #Syllabus as a media object is an ordered list of links to resources.
In the long history of knowledge retrieval systems and attempts to help users find
relevant information from big archives, the list on the internet continues in the tradition of the index card catalog in libraries, of charts in the music industry, or mixtapes
and playlists in popular culture, helping people tell their stories of what is relevant and
what isn’t through an ordered sequence of items. The list (as a format) together with
the hashtag find themselves in the list (pun intended) of the most iconic media objects
of the internet. In the network media environment, being smart in creating new lists
became the way to displace old lists of relevance, the way to dismantle canons, the
way to unlearn. The way to become relevant.
The Academic Syllabus Migrates Online
#Syllabus interventions are a challenge issued by political struggles to educators as
they expose a fundamental contradiction in the operations of academia. While critical pedagogies of yesteryear’s social movements have become integrated into the
education system, the radical lessons that these pedagogies teach students don’t
easily reconcile with their experience: professional practice courses, the rethoric of
employability and compulsory internships, where what they learn is merely instrumental, leaves them wondering how on earth they are to apply their Marxism or feminism
to their everyday lives?
Cognitive dissonance is at the basis of degrees in the liberal arts. And to make things
worse, the marketization of higher education, the growing fees and the privatization
of research has placed universities in a position where they increasingly struggle to
provide institutional space for critical interventions in social reality. As universities become more dependent on the ‘customer satisfaction’ of their students for survival, they
steer away from heated political topics or from supporting faculty members who might
decide to engage with them. Borrowing the words of Stefano Harney and Fred Moten,
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‘policy posits curriculum against study’,16 creating the paradoxical situation wherein
today’s universities are places in which it is possible to do almost everything except
study. What Harney and Moten propose instead is the re-appropriation of the diffuse
capacity of knowledge generation that stems from the collective processes of selforganization and commoning. As Moten puts it: ‘When I think about the way we use the
term ‘study,’ I think we are committed to the idea that study is what you do with other
people.’17 And it is this practice of sharing a common repertoire—what Moten and
Harney call ‘rehearsal’18—that is crucially constitutive of a crowdsourced #Syllabus.
This contradiction and the tensions it brings to contemporary neoliberal academia can
be symptomatically observed in the recent evolution of the traditional academic syllabus. As a double consequence of (some) critical pedagogies becoming incorporated
into the teaching process and universities striving to reduce their liability risks, academic syllabi have become increasingly complex and extensive documents. They are
now understood as both a ‘social contract’ between the teachers and their students,
and ‘terms of service’19 between the institution providing educational services and the
students increasingly framed as sovereign consumers making choices in the market of
educational services. The growing official import of the syllabus has had the effect that
educators have started to reflect on how the syllabus translates the power dynamics
into their classroom. For instance, the critical pedagogue Adam Heidebrink-Bruno has
demanded that the syllabus be re-conceived as a manifesto20—a document making
these concerns explicit. And indeed, many academics have started to experiment with
the form and purpose of the syllabus, opening it up to a process of co-conceptualization with their students, or proposing ‘the other syllabus’21 to disrupt asymmetries.
At the same time, universities are unsurprisingly moving their syllabi online. A migration
that can be read as indicative of three larger structural shifts in academia.
First, the push to make syllabi available online, initiated in the US, reinforces the differential effects of reputation economy. It is the Ivy League universities and their professorial star system that can harness the syllabus to advertise the originality of their
scholarship, while the underfunded public universities and junior academics are burdened with teaching the required essentials. This practice is tied up with the replication
in academia of the different valorization between what is considered to be the labor of
production (research) and that of social reproduction (teaching). The low esteem (and
corresponding lower rewards and remuneration) for the kinds of intellectual labors that
can be considered labors of care—editing journals, reviewing papers or marking, for
instance—fits perfectly well with the gendered legacies of the academic institution.
Stefano Harney and Fred Moten, The Undercommons: Fugitive Planning & Black Study, New York:
Autonomedia, 2013, p. 81.
17 Harney and Moten, The Undercommons, p. 110.
18 Harney and Moten, The Undercommons, p. 110.
19 Angela Jenks, ‘It’s In The Syllabus’, Teaching Tools, Cultural Anthropology website, 30 June 2016,
https://culanth.org/fieldsights/910-it-s-in-the-syllabu/.
20 Adam Heidebrink-Bruno, ‘Syllabus as Manifesto: A Critical Approach to Classroom Culture’,
Hybrid Pedagogy, 28 August 2014, http://hybridpedagogy.org/syllabus-manifesto-criticalapproach-classroom-culture/.
21 Lucy E. Bailey, ‘The “Other” Syllabus: Rendering Teaching Politics Visible in the Graduate
Pedagogy Seminar’, Feminist Teacher 20.2 (2010): 139–56.
16
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Second, with the withdrawal of resources to pay precarious and casualized academics during their ‘prep’ time (that is, the time in which they can develop new
course material, including assembling new lists of references, updating their courses as well as the methodologies through which they might deliver these), syllabi
now assume an ambivalent role between the tendencies for collectivization and
individualization of insecurity. The reading lists contained in syllabi are not covered
by copyrights; they are like playlists or recipes, which historically had the effect of
encouraging educators to exchange lesson plans and make their course outlines
freely available as a valuable knowledge common. Yet, in the current climate where
universities compete against each other, the authorial function is being extended
to these materials too. Recently, US universities have been leading a trend towards
the interpretation of the syllabus as copyrightable material, an interpretation that
opened up, as would be expected, a number of debates over who is a syllabus’
rightful owner, whether the academics themselves or their employers. If the latter interpretation were to prevail, this would enable universities to easily replace
academics while retaining their contributions to the pedagogical offer. The fruits of
a teacher’s labor could thus be turned into instruments of their own deskilling and
casualization: why would universities pay someone to write a course when they can
recycle someone else’s syllabus and get a PhD student or a precarious post doc to
teach the same class at a fraction of the price?
This tendency to introduce a logic of property therefore spurs competitive individualism and erasure of contributions from others. Thus, crowdsourcing the syllabus
in the context of growing precarization of labor risks remaining a partial process,
as it might heighten the anxieties of those educators who do not enjoy the security
of a stable job and who are therefore the most susceptible to the false promises of
copyright enforcement and authorship understood as a competitive, small entrepreneurial activity. However, when inserted in the context of live, broader political
struggles, the opening up of the syllabus could and should be an encouragement
to go in the opposite direction, providing a ground to legitimize the collective nature
of the educational process and to make all academic resources available without
copyright restrictions, while devising ways to secure the proper attribution and the
just remuneration of everyone’s labor.
The introduction of the logic of property is hard to challenge as it is furthered by commercial academic publishers. Oligopolists, such as Elsevier, are not only notorious for
using copyright protections to extract usurious profits from the mostly free labor of
those who write, peer review, and edit academic journals,22 but they are now developing all sorts of metadata, metrics, and workflow systems that are increasingly becoming central for teaching and research. In addition to their publishing business, Elsevier
has expanded its ‘research intelligence’ offering, which now encompasses a whole
range of digital services, including the Scopus citation database; Mendeley reference
manager; the research performance analytics tools SciVal and Research Metrics; the
centralized research management system Pure; the institutional repository and pub-
22 Vincent Larivière, Stefanie Haustein, and Philippe Mongeon, ‘The Oligopoly of Academic
Publishers in the Digital Era’, PLoS ONE 10.6 (10 June 2015),https://journals.plos.org/plosone/
article?id=10.1371/journal.pone.0127502/.
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lishing platform Bepress; and, last but not least, grant discovery and funding flow tools
Funding Institutional and Elsevier Funding Solutions. Given how central digital services
are becoming in today’s universities, whoever owns these platforms is the university.
Third, the migration online of the academic syllabus falls into larger efforts by universities to ‘disrupt’ the educational system through digital technologies. The introduction
of virtual learning environments has led to lesson plans, slides, notes, and syllabi becoming items to be deposited with the institution. The doors of public higher education are being opened to commercial qualification providers by means of the rise in
metrics-based management, digital platforming of university services, and transformation of students into consumers empowered to make ‘real-time’ decisions on how to
spend their student debt.23 Such neoliberalization masquerading behind digitization
is nowhere more evident than in the hype that was generated around Massive Open
Online Courses (MOOCs), exactly at the height of the last economic crisis.
MOOCs developed gradually from the Massachusetts Institute of Techology’s (MIT) initial experiments with opening up its teaching materials to the public through the OpenCourseWare project in 2001. By 2011, MOOCs were saluted as a full-on democratization of access to ‘Ivy-League-caliber education [for] the world’s poor.’24 And yet, their
promise quickly deflated following extremely low completion rates (as low as 5%).25
Believing that in fifty years there will be no more than 10 institutions globally delivering
higher education,26 by the end of 2013 Sebastian Thrun (Google’s celebrated roboticist
who in 2012 founded the for-profit MOOC platform Udacity), had to admit that Udacity
offered a ‘lousy product’ that proved to be a total failure with ‘students from difficult
neighborhoods, without good access to computers, and with all kinds of challenges in
their lives.’27 Critic Aaron Bady has thus rightfully argued that:
[MOOCs] demonstrate what the technology is not good at: accreditation and mass
education. The MOOC rewards self-directed learners who have the resources and
privilege that allow them to pursue learning for its own sake [...] MOOCs are also a
really poor way to make educational resources available to underserved and underprivileged communities, which has been the historical mission of public education.28
Indeed, the ‘historical mission of public education’ was always and remains to this
day highly contested terrain—the very idea of a public good being under attack by
dominant managerial techniques that try to redefine it, driving what Randy Martin
23 Ben Williamson, ‘Number Crunching: Transforming Higher Education into “Performance Data”’,
Medium, 16 August 2018, https://medium.com/ussbriefs/number-crunching-transforming-highereducation-into-performance-data-9c23debc4cf7.
24 Max Chafkin, ‘Udacity’s Sebastian Thrun, Godfather Of Free Online Education, Changes Course’,
FastCompany, 14 November 2013, https://www.fastcompany.com/3021473/udacity-sebastianthrun-uphill-climb/.
25 ‘The Rise (and Fall?) Of the MOOC’, Oxbridge Essays, 14 November 2017, https://www.
oxbridgeessays.com/blog/rise-fall-mooc/.
26 Steven Leckart, ‘The Stanford Education Experiment Could Change Higher Learning Forever’,
Wired, 20 March 2012, https://www.wired.com/2012/03/ff_aiclass/.
27 Chafkin, ‘Udacity’s Sebastian Thrun’.
28 Aaron Bady, ‘The MOOC Moment and the End of Reform’, Liberal Education 99.4 (Fall 2013),
https://www.aacu.org/publications-research/periodicals/mooc-moment-and-end-reform.
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aptly called the ‘financialization of daily life.’29 The failure of MOOCs finally points to a
broader question, also impacting the vicissitudes of #Syllabus: Where will actual study
practices find refuge in the social, once the social is made directly productive for capital at all times? Where will study actually ‘take place’, in the literal sense of the phrase,
claiming the resources that it needs for co-creation in terms of time, labor, and love?
Learning from #Syllabus
What have we learned from the #Syllabus phenomenon?
The syllabus is the manifesto of 21st century.
Political struggles against structural discrimination, oppression, and violence in the
present are continuing the legacy of critical pedagogies of earlier social movements
that coupled the process of political subjectivation with that of collective education.
By creating effective pedagogical tools, movements have brought educators and students into the fold of their struggles. In the context of our new network environment,
political struggles have produced a new media object: #Syllabus, a crowdsourced list
of resources—historic and present—relevant to a cause. By doing so, these struggles
adapt, resist, and live in and against the networks dominated by techno-capital, with
all of the difficulties and contradictions that entails.
What have we learned from the academic syllabus migrating online?
In the contemporary university, critical pedagogy is clashing head-on with the digitization of higher education. Education that should empower and research that should
emancipate are increasingly left out in the cold due to the data-driven marketization
of academia, short-cutting the goals of teaching and research to satisfy the fluctuating demands of labor market and financial speculation. Resistance against the capture of data, research workflows, and scholarship by means of digitization is a key
struggle for the future of mass intellectuality beyond exclusions of class, disability,
gender, and race.
What have we learned from #Syllabus as a media object?
As old formats transform into new media objects, the digital network environment defines the conditions in which these new media objects try to adjust, resist, and live. A
right intuition can intervene and change the landscape—not necessarily for the good,
particularly if the imperatives of capital accumulation and social control prevail. We
thus need to re-appropriate the process of production and distribution of #Syllabus
as a media object in its totality. We need to build tools to collectively control the workflows that are becoming the infrastructures on top of which we collaboratively produce
knowledge that is vital for us to adjust, resist, and live. In order to successfully intervene in the world, every aspect of production and distribution of these new media objects becomes relevant. Every single aspect counts. The order of items in a list counts.
The timestamp of every version of the list counts. The name of every contributor to
29 Randy Martin, Financialization Of Daily Life, Philadelphia: Temple University Press, 2002.
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every version of the list counts. Furthermore, the workflow to keep track of all of these
aspects is another complex media object—a software tool of its own—with its own order and its own versions. It is a recursive process of creating an autonomous ecology.
#Syllabus can be conceived as a recursive process of versioning lists, pointing to textual, audiovisual, or other resources. With all of the linked resources publicly accessible to all; with all versions of the lists editable by all; with all of the edits attributable to
their contributors; with all versions, all linked resources, all attributions preservable by
all, just such an autonomous ecology can be made for #Syllabus. In fact, Sean Dockray, Benjamin Forster, and Public Office have already proposed such a methodology in
their Hyperreadings, a forkable readme.md plaintext document on GitHub. They write:
A text that by its nature points to other texts, the syllabus is already a relational
document acknowledging its own position within a living field of knowledge. It is
decidedly not self-contained, however it often circulates as if it were.
If a syllabus circulated as a HyperReadings document, then it could point directly to the texts and other media that it aggregates. But just as easily as it circulates, a HyperReadings syllabus could be forked into new versions: the syllabus
is changed because there is a new essay out, or because of a political disagreement, or because following the syllabus produced new suggestions. These forks
become a family tree where one can follow branches and trace epistemological
mutations.30
It is in line with this vision, which we share with the HyperReadings crew, and in line
with our analysis, that we, as amateur librarians, activists, and educators, make our
promise beyond the limits of this text.
The workflow that we are bootstrapping here will keep in mind every aspect of the media object syllabus (order, timestamp, contributor, version changes), allowing diversity
via forking and branching, and making sure that every reference listed in a syllabus
will find its reference in a catalog which will lead to the actual material, in digital form,
needed for the syllabus.
Against the enclosures of copyright, we will continue building shadow libraries and
archives of struggles, providing access to resources needed for the collective processes of education.
Against the corporate platforming of workflows and metadata, we will work with social
movements, political initiatives, educators, and researchers to aggregate, annotate,
version, and preserve lists of resources.
Against the extractivism of academia, we will take care of the material conditions that
are needed for such collective thinking to take place, both on- and offline.
30 Sean Dockray, Benjamin Forster, and Public Office, ‘README.md’, Hyperreadings, 15 February
2018, https://samiz-dat.github.io/hyperreadings/.
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