cataloguing in Thylstrup 2019
he engineering of
serendipity removes the very chance of serendipity. As Nicholas Carr notes,
“Once you create an engine—a machine—to produce serendipity, you destroy the
essence of serendipity. It becomes something expected rather than
unexpected.”84 It appears, then, that computational methods have introduced
historians and literary scholars to the same “beaverish efforts”85 to
domesticate serendipity as the hard sciences had to face at the beginning of
the twentieth century.
To my knowledge, few systematic studies exist about whether mass digitization
projects such as Europeana and Google Books hamper or foster creative and
original research in empirical terms. How one would go about such a study is
also an open question. The dichotomy between digital and analog does seem a
bit contrived, however. As Dan Cohen notes in a blogpost for DPLA, “bookstores
and libraries have their own forms of ‘serendipity engineering,’ from
storefront staff picks to behind-the-scenes cataloguing and shelving methods
that make for happy accidents.”86 Yet there is no doubt that the discourse of
serendipity has been infused with new life that sometimes veers toward a
“spectacle of serendipity.”87
Over the past decade, the digital infrastructures that organize our cultural
memory have become increasingly integrated in a digital economy that valuates
“experience” as a cultural currency that can be exchanged to profit, and our
affective meanderings as a form of industrial production. This digital economy
affects the architecture and infrastructure of digital archives. The archival
discourse on digital serendipity is thus now embroiled in a more deep-seated
infrapolitics of workspace architecture, influenced by Silicon Valley’s
obsession with networks, process, and connectivity.88 Think only of the
increasing importance of Google and Facebook to mass digitization projects:
most of these projects have a Facebook page on which they showcase their
material, just as they tak
cataloguing in Weinmayr 2019
facsimile of his personal paperback
copy of Deleuze’s work, including binding mistakes in which a few pages were
bound upside down, by scanning and printing the book on his home inkjet
printer. The book is close to the original format, cover and weight. However,
it has a crafty feel to it: the ink soaks into the paper creating a blurry
text image very different from a mass-produced offset printed text. It has
been assembled in DIY style and speaks the language of amateurism and
makeshift. The transformation is subtle, and it is this subtlety that makes
the book subversive in an institutional library context. How do students deal
with their expectations that they will access authoritative and validated
knowledge on library shelves and instead encounter a book that was printed and
assembled by hand?[97](ch11.xhtml#footnote-429) Such publications circumvent
the chain of institutional validation: from the author, to the publisher, the
book trade, and lastly the librarian purchasing and cataloguing the book
according to the standard bibliographic
practices.[98](ch11.xhtml#footnote-428) A similar challenge to the stability
of the printed book and the related hierarchy of knowledge occurred when
students at Byam Shaw sought a copy of Jacques Ranciere’s Ignorant
Schoolmaster and found three copied and modified versions. In accordance with,
or as a response to, Ranciere’s pedagogical proposal, one copy featured
deleted passages that left blank spaces for the reader to fill and to
construct their own meaning in lieu of Ranciere’s
text.[99](ch11.xhtml#footnote-427)
This queering of the authority of the book as well as the normative,
institutional frameworks felt like a liberating practice. It involved an open
call for pirated books, a set of workshops and a series of
lectures,[100](ch11.xhtml#footnote-426) which built a structure that allowed
the Piracy Project to share concerns about the wider developments at the
university and the government’s funding cuts in education, whil
ublic libraries, which otherwise could not
survive because of government cuts.
[96](ch11.xhtml#footnote-430-backlink) See the Piracy Project catalogue: Neil
Chapman, Deleuze, Proust and Signs,
[97](ch11.xhtml#footnote-429-backlink) Of course unconventional publications
can and are being collected, but these are often more arty objects, flimsy or
oversized, undersized etc. and frequently end up in the special collections,
framed and categorised ‘as different’ from the main stack of the collections.
[98](ch11.xhtml#footnote-428-backlink) When The Piracy Project was invited to
create a reading room at the New York Art Book Fair in 2012, a librarian from
the Pratt Institute dropped by every single day, because she was so fixed on
the questions, the pirate books and their complex strategies of queering the
category of authorship posed to standardised bibliographic practices. Based on
this question we organised a cataloguing workshop ‘Putting the Piracy
Collection on the shelf’ at Grand Union in Birmingham, where we developed a
new cataloguing vocabulary for cases in the collection. See
See also Karen Di Franco’s reflection on the cataloguing workshop ‘The Library
Medium’ in Francke and Weinmayr, Borrowing, Poaching, Plagiarising.
[99](ch11.xhtml#footnote-427-backlink) See Piracy Project catalogue: Camille
Bondon, Jacques Rancière: le mâitre ignorant,
Rancière’s pedagogical proposal suggests that ‘the most important quality of a
schoolmaster is the virtue of ignorance’. (Rancière, 2010, p. 1). In his book
The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation Jacques
Rancière uses the historic case of the French teacher Joseph Jacotot, who was
exiled in Belgium and taught French classes to Flemish students whose language
he did not know and vice versa. Reportedly he gave his students a French text
to read alongside its translation and, without mediation or explanation, let
the students figure out the relationship between the two texts themselves. By
intentionally using his ignorance as teaching method, Rancière claims, J
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