Graziano, Mars & Medak
Learning from #Syllabus
2019
ACTIONS
LEARNING FROM
#SYLLABUS
VALERIA GRAZIANO,
MARCELL MARS,
TOMISLAV MEDAK
115
116
STATE MACHINES
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/.
ACTIONS
117
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/.
118
STATE MACHINES
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/.
ACTIONS
119
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.
120
STATE MACHINES
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/.
ACTIONS
121
#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.
122
STATE MACHINES
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,
ACTIONS
123
‘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
124
STATE MACHINES
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/.
ACTIONS
125
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.
126
STATE MACHINES
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.
ACTIONS
127
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/.
128
STATE MACHINES
Bibliography
Bady, Aaron. ‘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/.
Bailey, Lucy E. ‘The “Other” Syllabus: Rendering Teaching Politics Visible in the Graduate Pedagogy
Seminar’, Feminist Teacher 20.2 (2010): 139–56.
Chafkin, Max. ‘Udacity’s Sebastian Thrun, Godfather Of Free Online Education, Changes Course’,
FastCompany, 14 November 2013, https://www.fastcompany.com/3021473/udacity-sebastianthrun-uphill-climb/.
Chatelain, Marcia. ‘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-about-whatshappening-in-ferguson/379049/.
_____. ‘Teaching the #FergusonSyllabus’, Dissent Magazine, 28 November 2014, https://www.dissentmagazine.org/blog/teaching-ferguson-syllabus/.
Ciolkowski, Laura. ‘Rape Culture Syllabus’, Public Books, 15 October 2016, https://www.publicbooks.
org/rape-culture-syllabus/.
Connolly, N.D.B. and Keisha N. Blain. ‘Trump Syllabus 2.0’, Public Books, 28 June 2016, https://www.
publicbooks.org/trump-syllabus-2-0/.
Dockray, Sean, Benjamin Forster, and Public Office. ‘README.md’, HyperReadings, 15 February 2018,
https://samiz-dat.github.io/hyperreadings/.
Federici, Silvia, and Arlen Austin (eds) The New York Wages for Housework Committee 1972-1977: History, Theory, Documents, New York: Autonomedia, 2017.
Harney, Stefano, and Fred Moten, The Undercommons: Fugitive Planning & Black Study, New York:
Autonomedia, 2013.
Heidebrink-Bruno, Adam. ‘Syllabus as Manifesto: A Critical Approach to Classroom Culture’, Hybrid
Pedagogy, 28 August 2014, http://hybridpedagogy.org/syllabus-manifesto-critical-approach-classroom-culture/.
Jenks, Angela. ‘It’s In The Syllabus’, Teaching Tools, Cultural Anthropology website, 30 June 2016,
https://culanth.org/fieldsights/910-it-s-in-the-syllabus/.
Larivière, Vincent, 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/.
Leckart, Steven. ‘The Stanford Education Experiment Could Change Higher Learning Forever’, Wired,
20 March 2012, https://www.wired.com/2012/03/ff_aiclass/.
Martin, Randy. Financialization Of Daily Life, Philadelphia: Temple University Press, 2002.
Perlstein, Daniel. ‘Teaching Freedom: SNCC and the Creation of the Mississippi Freedom Schools’,
History of Education Quarterly 30.3 (Autumn 1990).
Roberts, Frank Leon. ‘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/.
Shirky, Clay. ‘Ontology Is Overrated: Categories, Links, and Tags’, 2005, http://shirky.com/writings/
herecomeseverybody/ontology_overrated.html.
‘The Rise (and Fall?) Of the MOOC’, Oxbridge Essays, 14 November 2017, https://www.oxbridgeessays.
com/blog/rise-fall-mooc/.
‘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/.
‘Wages for Housework: Pamphlets – Flyers – Photographs,’ MayDay Rooms, http://maydayrooms.org/
archives/wages-for-housework/wfhw-pamphlets-flyers-photographs/.
Williamson, Ben. ‘Number Crunching: Transforming Higher Education into “Performance Data”’,
Medium, 16 August 2018, https://medium.com/ussbriefs/number-crunching-transforming-highereducation-into-performance-data-9c23debc4cf7/.
Graziano
Pirate Care: How do we imagine the health care for the future we want?
2018
Pirate Care - How do we imagine the health care for the future we want?
Oct 5, 2018 · 19 min read
by Valeria Graziano
A recent trend to reimagine the systems of care for the future is based on many of the principles of self-organization. From the passive figure of the patient — an aptly named subject, patiently awaiting aid from medical staff and carers — researchers and policymakers are moving towards a model defined as people-powered health — where care is discussed as transforming from a top-down service to a network of coordinated actors.
At the same time, for large numbers of people, to self-organize around their own healthcare needs is not a matter of predilection, but increasingly one of necessity. In Greece, where the measures imposed by the Troika decimated public services, a growing number of grassroots clinics set up by the Solidarity Movement have been providing medical attention to those without a private insurance. In Italy, initiatives such as the Ambulatorio Medico Popolare in Milan offer free consultations to migrants and other vulnerable citizens.
The new characteristic in all of these cases is the fact that they frame what they do in clearly political terms, rejecting or sidestepping the more neutral ways in which the third sector and the NGOs have long presented care practices as apolitical, as ways to help out that should never ask questions bigger than the problems they set out to confront, and as standing beyond left and right (often for the sake of not alienating potential donors and funders).
Rather, the current trends towards self-organization in health care are very vocal and clear in their messages: the care system is in crisis, and we need to learn from what we know already. One thing we know is that the market or the financialization of assets cannot be the solution (do you remember when just a few years ago Occupy was buying back healthcare debts from financial speculators, thus saving thousands Americans from dire economic circumstances? Or that scene from Michael Moore’s Sicko, the documentary where a guy has to choose which finger to have amputated because he does not have enough cash for saving both?).
Another thing we also know is that we cannot simply hold on to past models of managing the public sector, as most national healthcare systems were built for the needs of the last century. Administrations have been struggling to adapt to the changing nature of health conditions (moving from a predominance of epidemic to chronic diseases) and the different needs of today’s populations. And finally, we most definitely know that to go back to even more conservative ideas that frame care as a private issue that should fall on the shoulders of family members (and most often, of female relatives) or hired servants (also gendered and racialised) is not the best we can come up with.
Among the many initiatives that are rethinking how we organize the provision of health and care in ways that are accessible, fair, and efficient, there are a number of actors — mostly small organizations — who are experimenting with the opportunities introduced by digital technologies. While many charities and NGOs remain largely ignorant of the opportunities offered by technology, these new actors are developing DIY devices, wearables, 3D-printed bespoke components, apps and smart objects to intervene in areas otherwise neglected by the bigger players in the care system. These practices are presenting a new mode of operating that I want to call ‘pirate care’.
Pirate Care
Piracy and Care are not always immediately relatable notions. The figure of the pirate in popular and media cultures is often associated with cunning intelligence and masculine modes of action, of people running servers which are allowing people to illegally download music or movie files. One of the very first organizations that articulated the stakes of sharing knowledge was actually named Piratbyrån. “When you pirate mp3s, you are downloading communism” was a popular motto at the time. And yet, bringing the idea of a pirate ethics into resonance with contemporary modes of care invites a different consideration for practices that propose a paradigm change and therefore inevitably position themselves in tricky positions vis-à-vis the law and the status quo. I have been noticing for a while now that another kind of contemporary pirate is coming to the fore in our messy society in the midst of many crises. This new kind of pirate could be best captured by another image: this time it is a woman, standing on the dock of a boat sailing through the Caribbean sea towards the Mexican Gulf, about to deliver abortion pills to other women for whom this option is illegal in their country.
Women on Waves, founded in 1999, engages in its abortion-on-boat missions every couple of years. They are mostly symbolic actions, as they are rather expensive operations, and yet they are potent means for stirring public debate and have often been met with hostility — even military fleets. So far, they have visited seven countries so far, including Mexico, Guatemala and, more recently, Ireland and Poland, where feminists movements have been mobilizing in huge numbers to reclaim reproductive rights.
According to official statistics, more than 47,000 women die every year from complications resulting from illegal, unsafe abortion procedures, a service used by over 21 million women who do not have another choice. As Leticia Zenevich, spokesperson of Women on Waves, told HuffPost: “The fact that women need to leave the state sovereignty to retain their own sovereignty ― it makes clear states are deliberately stopping women from accessing their human right to health.” Besides the boat campaigns, the organization also runs Women on Web, an online medical abortion service active since 2005. The service is active in 17 languages, and it is helping more than 100,000 women per year to get information and access abortion pills. More recently, Women on Waves also begun experimenting with the use of drones to deliver the pills in countries impacted by restrictive laws (such as Poland in 2015 and Northern Ireland in 2016).
Women on Waves are the perfect figure to begin to illustrate my idea of ‘pirate care’. By this term I want to bring attention to an emergent phenomenon in the contemporary world, where more and more often initiatives that want to bring support and care to the most vulnerable subjects in the most unstable situations, increasingly have to do so by operating in that grey zone that exists between the gaps left open by various rules, laws and technologies. Some thrive in this shadow area, carefully avoiding calling attention to themselves for fear of attracting ferocious polemics and the trolling that inevitably accompanies them. In other cases, care practices that were previously considered the norm have now been pushed towards illegality.
Consider for instance the situation highlighted by the Docs Not Cops campaign that started in the UK four years ago, when the government had just introduced its ‘hostile environment’ policy with the aim to make everyday life as hard as possible for migrants with an irregular status. Suddenly, medical staff in hospitals and other care facilities were supposed to carry out document checks before being allowed to offer any assistance. Their mobilization denounced the policy as an abuse of mandate on the part of the Home Office and a threat to public health, given that it effectively discouraged patients to seek help for fear of retaliations. Another sadly famous example of this trend of pushing many acts of care towards illegality would the straitjacketing and criminalization of migrant rescuing NGOs in the Mediterranean on the part of various European countries, a policy led by Italian government. Yet another example would be the increasing number of municipal decrees that make it a crime to offer food, money or shelter to the homeless in many cities in North America and Europe.
Hacker Ethics
This scenario reminds us of the tragic story of Antigone and the age-old question of what to do when the relationship between what the law says and one what feels it is just becomes fraught with tensions and contradictions. Here, the second meaning of ‘pirate care’ becomes apparent as it points to the way in which a number of initiatives have been responding to the current crisis by mobilizing tactics and ethics as first developed within the hacker movement.
As described by Steven Levy in Hackers, the general principles of a hacker ethic include sharing, openness, decentralization, free access to knowledge and tools, and an effort of contributing to society’s democratic wellbeing. To which we could add, following Richard Stallman, founder of the free software movement, that “bureaucracy should not be allowed to get in the way of doing anything useful.” While here Stallman was reflecting on the experience of the M.I.T. AI Lab in 1971, his critique of bureaucracy captures well a specific trait of the techno-political nexus that is also shaping the present moment: as more technologies come to mediate everyday interactions, they are also reshaping the very structure of the institutions and organizations we inhabit, so that our lives are increasingly formatted to meet the requirements of an unprecedented number of standardised procedures, compulsory protocols, and legal obligations.
According to anthropologists David Graeber, we are living in an era of “total bureaucratization”. But while contemporary populism often presents bureaucracy as a problem of the public sector, implicitly suggesting “the market” to be the solution, Graeber’s study highlights how historically all so-called “free markets” have actually been made possible through the strict enforcement of state regulations. Since the birth of the modern corporation in 19th century America, “bureaucratic techniques (performance reviews, focus groups, time allocation surveys …) developed in financial and corporate circles came to invade the rest of society — education, science, government — and eventually, to pervade almost every aspect of everyday life.”
The forceps and the speculum
And thus, in resonance with the tradition of hacker ethics, a number of ‘pirate care’ practices are intervening in reshaping what looking after our collective health will look like in the future. CADUS, for example, is a Berlin based NGO which has recently set up a Crisis Response Makerspace to build open and affordable medical equipment specifically designed to bring assistance in extreme crisis zones where not many other organizations would venture, such as Syria and Northern Iraq. After donating their first mobile hospital to the Kurdish Red Crescent last year, CADUS is now working to develop a second version, in a container this time, able to be deployed in conflict zones deprived of any infrastructure, and a civil airdrop system to deliver food and medical equipment as fast as possible. The fact that CADUS adopted the formula of the makerspace to invent open emergency solutions that no private company would be interested in developing is not a coincidence, but emerges from a precise vision of how healthcare innovations should be produced and disseminated, and not only for extreme situations.
“Open source is the only way for medicine” — says Marcus Baw of Open Health Hub — as “medical software now is medicine”. Baw has been involved in another example of ‘pirate care’ in the UK, founding a number of initiatives to promote the adoption of open standards, open source code, and open governance in Health IT. The NHS spends about £500 million each time it refreshes Windows licenses, and aside from avoiding the high costs, an open source GP clinical system would be the only way to address the pressing ethical issue facing contemporary medicine: as software and technology become more and more part of the practice of medicine itself, they need to be subject to peer-review and scrutiny to assess their clinical safety. Moreover, that if such solutions are found to be effective and safe lives, it is the duty of all healthcare practitioners to share their knowledge with the rest of humanity, as per the Hippocratic Oath. To illustrate what happens when medical innovations are kept secret, Baw shares the story of the Chamberlen family of obstetricians, who kept the invention of the obstetric forceps, a family trade secret for over 150 years, using the tool only to treat their elite clientele of royals and aristocracy. As a result, thousands of mothers and babies likely died in preventable circumstances.
It is perhaps significant that such a sad historical example of the consequences ofclosed medicine must come from the field of gynaecology, one of the most politically charged areas of medical specialization to this day. So much so that last year another collective of ‘pirate carers’ named GynePunk developed a biolab toolkit for emergency gynaecological care, to allow those excluded from the reproductive healthcare — undocumented migrants, trans and queer women, drug users and sex workers — to perform basic checks on their own bodily fluids. Their prototypes include a centrifuge, a microscope and an incubator that can be cheaply realised by repurposing components of everyday items such as DVD players and computer fans, or by digital fabrication. In 2015, GynePunk also developed a 3D-printable speculum and — who knows? — perhaps their next project might include a pair of forceps…
As the ‘pirate care’ approach keeps proliferating more and more, its tools and modes of organizing is keeping alive a horizon in which healthcare is not de facto reduced to a privilege.
PS. This article was written before the announcement of the launch of Mediterranea, which we believe to be another important example of pirate care. #piratecare #abbiamounanave
Tenen & Foxman
Book Piracy as Peer Preservation
2014
Book Piracy as Peer Preservation {#book-piracy-as-peer-preservation .entry-title}
**Abstract**
In describing the people, books, and technologies behind one of the
largest "shadow libraries" in the world, we find a tension between the
dynamics of sharing and preservation. The paper proceeds to
contextualize contemporary book piracy historically, challenging
accepted theories of peer production. Through a close analysis of one
digital library's system architecture, software and community, we assert
that the activities cultivated by its members are closer to that of
conservationists of the public libraries movement, with the goal of
preserving rather than mass distributing their collected material.
Unlike common peer production models emphasis is placed on the expertise
of its members as digital preservations, as well as the absorption of
digital repositories. Additionally, we highlight issues that arise from
their particular form of distributed architecture and community.
>
>
> *Literature is the secretion of civilization, poetry of the ideal.
> That is why literature is one of the wants of societies. That is why
> poetry is a hunger of the soul. That is why poets are the first
> instructors of the people. That is why Shakespeare must be translated
> in France. That is why Molière must be translated in England. That is
> why comments must be made on them. That is why there must be a vast
> public literary domain. That is why all poets, all philosophers, all
> thinkers, all the producers of the greatness of the mind must be
> translated, commented on, published, printed, reprinted, stereotyped,
> distributed, explained, recited, spread abroad, given to all, given
> cheaply, given at cost price, given for nothing.*
> ^[1](#fn-2025-1){#fnref-2025-1}^
**Introduction**
The big money (and the bandwidth) in online media is in film, music, and
software. Text is less profitable for copyright holders; it is cheaper
to duplicate and easier to share. Consequently, issues surrounding the
unsanctioned sharing of print material receive less press and scant
academic attention. The very words, "book piracy," fail to capture the
spirit of what is essentially an Enlightenment-era project, openly
embodied in many contemporary "shadow libraries":^[2](#fn-2025-2){#fnref-2025-2}^
in the words of Victor Hugo, to establish a "vast public
literary domain." Writers, librarians, and political activists from Hugo
to Leo Tolstoy and Andrew Carnegie have long argued for unrestricted
access to information as a form of a public good essential to civic
engagement. In that sense, people participating in online book exchanges
enact a role closer to that of a librarian than that of a bootlegger or
a plagiarist. Whatever the reader's stance on the ethics of copyright
and copyleft, book piracy should not be dismissed as mere search for
free entertainment. Under the conditions of "digital
disruption,"^[3](#fn-2025-3){#fnref-2025-3}^ when the traditional
institutions of knowledge dissemination---the library, the university,
the newspaper, and the publishing house---feel themselves challenged and
transformed by the internet, we can look to online book sharing
communities for lessons in participatory governance, technological
innovation, and economic sustainability.
The primary aims of this paper are ethnographic and descriptive: to
study and to learn from a library that constitutes one of the world's
largest digital archives, rivaling *Google Books*, *Hathi Trust*, and
*Europeana*. In approaching a "thick description" of this archive we
begin to broach questions of scope and impact. We would like to ask:
Who? Where? and Why? What kind of people distribute books online? What
motivates their activity? What technologies enable the sharing of print
media? And what lessons can we draw from them? Our secondary aim is to
continue the work of exploring the phenomenon of book sharing more
widely, placing it in the context of other commons-based peer production
communities like Project Gutenberg and Wikipedia. The archetypal model
of peer production is one motivated by altruistic participation. But the
very history of public libraries is one that combines the impulse to
share and to protect. To paraphrase Jacques Derrida
^[4](#fn-2025-4){#fnref-2025-4}^ writing in "Archive Fever," the archive
shelters memory just as it shelters itself from memory. We encompass
this dual dynamic under the term "peer preservation," where the
logistics of "peers" and of "preservation" can sometimes work at odds to
one another.
Academic literature tends to view piracy on the continuum between free
culture and intellectual property rights. On the one side, an argument
is made for unrestricted access to information as a prerequisite to
properly deliberative democracy.^[5](#fn-2025-5){#fnref-2025-5}^ On this
view, access to knowledge is a form of political power, which must be
equitably distributed, redressing regional and social imbalances of
access.^[6](#fn-2025-6){#fnref-2025-6}^ The other side offers pragmatic
reasoning related to the long-term sustainability of the cultural
sphere, which, in order to prosper, must provide proper economic
incentives to content creators.^[7](#fn-2025-7){#fnref-2025-7}^
It is our contention that grassroots file sharing practices cannot be
understood solely in terms of access or intellectual property. Our field
work shows that while some members of the book sharing community
participate for activist or ideological reasons, others do so as
collectors, preservationists, curators, or simply readers. Despite
romantic notions to the contrary, reading is a social and mediated
activity. The reader encounters texts in conversation, through a variety
of physical interfaces and within an ecosystem of overlapping
communities, each projecting their own material contexts, social norms,
and ideologies. A technician who works in a biology laboratory, for
example, might publish closed-access peer-review articles by day, as
part of his work collective, and release terabytes of published material
by night, in the role of a moderator for an online digital library. Our
approach then, is to capture some of the complexity of such an
ecosystem, particularly in the liminal areas where people, texts, and
technology converge.
**Ethics disclaimer**
Research for this paper was conducted under the aegis of piracyLab, an
academic collective exploring the impact of technology on the spread of
knowledge globally.^[8](#fn-2025-8){#fnref-2025-8}^ One of the lab's
first tasks was to discuss the ethical challenges of collaborative
research in this space. The conversation involved students, faculty,
librarians, and informal legal council. Neutrality, to the extent that
it is possible, emerged as one of our foundational principles. To keep
all channels of communication open, we wanted to avoid bias and to give
voice to a diversity of stakeholders: from authors, to publishers, to
distributors, whether sanctioned or not. Following a frank discussion
and after several iterations, we drafted an ethics charter that
continues to inform our work today. The charter contains the following
provisions:
-- We neither condone nor condemn any forms of information exchange.\
-- We strive to protect our sources and do not retain any identifying
personal information.\
-- We seek transparency in sharing our methods, data, and findings with
the widest possible audience.\
-- Credit where credit is due. We believe in documenting attribution
thoroughly.\
-- We limit our usage of licensed material to the analysis of metadata,
with results used for non-commercial, nonprofit, educational purposes.\
-- Lab participants commit to abiding by these principles as long as
they remain active members of the research group.
In accordance with these principles and following the practice of
scholars like Balazs Bodo ^[9](#fn-2025-9){#fnref-2025-9}^, Eric Priest
^[10](#fn-2025-10){#fnref-2025-10}^, and Ramon Lobato and Leah Tang
^[11](#fn-2025-11){#fnref-2025-11}^, we redact the names of file sharing
services and user names, where such names are not made explicitly public
elsewhere.
**Centralization**
We begin with the intuition that all infrastructure is social to an
extent. Even private library collections cannot be said to reflect the
work of a single individual. Collective forces shape furniture, books,
and the very cognitive scaffolding that enables reading and
interpretation. Yet, there are significant qualitative differences in
the systems underpinning private collections, public libraries, and
unsanctioned peer-to-peer information exchanges like *The Pirate Bay*,
for example. Given these differences, the recent history of online book
sharing can be divided roughly into two periods. The first is
characterized by local, ad-hoc peer-to-peer document exchanges and the
subsequent growth of centralized content aggregators. Following trends
in the development of the web as a whole, shadow libraries of the second
period are characterized by communal governance and distributed
infrastructure.
Shadow libraries of the first period resemble a private library in that
they often emanate from a single authoritative source--a site of
collection and distribution associated with an individual collector,
sometimes explicitly. The library of Maxim Moshkov, for example,
established in 1994 and still thriving at *lib.ru*, is one of the most
visible collections of this kind. Despite their success, such libraries
are limited in scale by the means and efforts of a few individuals. Due
to their centralized architecture they are also susceptible to legal
challenges from copyright owners and to state intervention.
Shadow libraries responded to these problems by distributing labor,
responsibility, and infrastructure, resulting in a system that is more
robust, more redundant, and more resistant to any single point of
failure or control.
The case of *Gigapedia* (later *library.nu*) and its related file
hosting service *ifile.it* demonstrates the successes and the
deficiencies of the centralized digital library model. Arguably among
the largest and most popular virtual libraries online in the period of
2009-2011, the sites were operated by Irish
nationals^[12](#fn-2025-12){#fnref-2025-12}^ on domains registered in
Italy and on the island state of Niue, with servers on the territory of
Germany and Ukraine. At its peak, *library.nu* (LNU) hosted more than
400,000 books and was purported to make an "estimated turnover of EUR 8
million (USD 10,602,400) from advertising revenues, donations and sales
of premium-level accounts," at least according to a press release made
by the International Publishers Association
(IPA).^[13](#fn-2025-13){#fnref-2025-13}^\
*Archived version of library.nu, circa 12/10/2010*
Its apparent popularity notwithstanding, *LNU/Gigapedia* was supported
by relatively simple architecture, likely maintained by a lone
developer-administrator. The site itself consisted of a catalog of
digital books and related metadata, including title, author, year of
publication, number of pages, description, category classification, and
a number of boolean parameters (whether the file is bookmarked,
paginated, vectorized, is searchable, and has a cover). Although the
books could be hosted anywhere, many in the catalog resided on the
servers of a "cyberlocker" service *ifile.it*, affiliated with the main
site. Not strictly a single-source archive, *LNU/Gigapedia* was
nevertheless a federated entity, tied to a single site and to a single
individual. On February 15, 2012, in a Munich court, the IPA, in
conjunction with a consortium of international publishing houses and the
help of the German law firm Lausen
Rechtsanwalte,^[14](#fn-2025-14){#fnref-2025-14}^ served judicial
cease-and-desist orders naming both sites (*Gigapedia* and *ifile.it*).
Seventeen injunctions were sought in Ireland, with the consequent
voluntary shut-down of both domains, which for a brief time redirected
visitors first to *Google Books* and then to *Blue Latitudes*, a *New
York Times* bestseller about pirates, for sale on *Amazon*.
Figure 1: Archived version of library.nu, circa 12/10/2010
:::
The relatively brief, by library standards, existence of *LNU/Gigapedia*
underscores a weakness in the federated library model. The site
flourished as long as it did not attract the ire of the publishing
industry. A lack of redundancy in the site's administrative structure
paralleled its lack on the server level. Once the authorities were able
to establish the identity of the site's operators (via *Paypal*
receipts, according to a partner at Lausen Rechtsanwalte), the project
was forced to shut down irrevocably.^[15](#fn-2025-15){#fnref-2025-15}^
The system's single point of origin proved also to be its single point
of failure.
Jens Bammel, Secretary General of the IPA, called the action "an
important step towards a more transparent, honest and fair trade of
digital content on the Internet."^[16](#fn-2025-16){#fnref-2025-16}^ The
rest of the internet mourned the passage of "the greatest, largest and
the best website for downloading
eBooks,"^[17](#fn-2025-17){#fnref-2025-17}^ comparing the demise of
*LNU/Gigapedia* to the burning of the ancient Library of
Alexandria.^[18](#fn-2025-18){#fnref-2025-18}^ Readers from around the
world flocked to sites like *Reddit* and *TorrentFreak* to express their
support and anger. For example, one reader wrote on *TorrentFreak*:
> I live in Macedonia (the Balkans), a country where the average salary
> is somewhere around 200eu, and I'm a student, attending a MA degree in
> communication sci. \[...\] where I come from the public library is not
> an option. \[...\] Our libraries are so poor, mostly containing 30year
> or older editions of books that almost never refer to the field of
> communication or any other contemporary science. My professors never
> hide that they use sites like library.nu \[...\] Original textbooks
> \[...\] are copy-printed handouts of some god knows how obtained
> original \[...\] For a country like Macedonia and the Balkans region
> generally THIS IS A APOCALYPTIC SCALE DISASTER! I really feel like the
> dark age is just around the corner these
> days.^[19](#fn-2025-19){#fnref-2025-19}^
A similar comment on *Reddit* reads:
> This is the saddest news of the year...heart-breaking...shocking...I
> was so attached to this site...I am from a third world country where
> buying original books is way too expensive if we see currency exchange
> rates...library.nu was a sea of knowledge for me and I learnt a lot
> from it \[...\] RIP library.nu...you have ignited several minds with
> free knowledge.^[20](#fn-2025-20){#fnref-2025-20}^
Another redditor wrote:
> This was an invaluable resource for international academics. The
> catalog of libraries overseas often cannot meet the needs of
> researchers in fields not specific to the country in which they are
> located. My doctoral research has taken a significant blow due to this
> recent shutdown \[...\] Please publishers, if you take away such a
> valuable resource, realize that you have created a gap that will be
> filled. This gap can either be filled by you or by
> us.^[21](#fn-2025-21){#fnref-2025-21}^
Another concludes:
> This just makes me want to start archiving everything I can get my
> hands on.^[22](#fn-2025-22){#fnref-2025-22}^
These anecdotal reports confirm our own experiences of studying and
teaching at universities with a diverse audience of international
students, who often recount a similar personal narrative. *Gigapedia*
and analogous sites fulfilled an unmet need in the international market,
redressing global inequities of access to
information.^[23](#fn-2025-23){#fnref-2025-23}^
But, being a cyberlocker-based service, *Gigapedia* did not succeed in
cultivating a meaningful sense of a community (even though it supported
a forum for brief periods of its existence). As Lobato and Tang
^[24](#fn-2025-24){#fnref-2025-24}^ write in their paper on
cyberlocker-based media distribution systems, cyberlockers in general
"do not foster collaboration and co-creation," taking an "instrumental
view of content hosted on their
sites."^[25](#fn-2025-25){#fnref-2025-25}^ Although not strictly a
cyberlocker, *LNU/Gigapedia* fit the profile of a passive,
non-transformative site by these criteria. For Lobato and Tang, the
rapid disappearance of many prominent cyberlocker sites underscores the
"structural instability" of "fragile file-hosting
ecology."^[26](#fn-2025-26){#fnref-2025-26}^ In our case, it would be
more precise to say that cyberlocker architecture highlights rather the
structural instability of centralized media archives, and not of file
sharing communities in general. Although bereaved readers were concerned
about the irrevocable loss of a valuable resource, digital libraries
that followed built a model of file sharing that is more resilient, more
transparent, and more participatory than their *LNU/Gigapedia*
predecessors.
**Distribution**
In parallel with the development of *LNU/Gigapedia*, a group of Russian
enthusiasts were working on a meta-library of sorts, under the name of
*Aleph*. Records of *Aleph's* activity go back at least as far as 2009.
Colloquially known as "prospectors," the volunteer members of *Aleph*
compiled library collections widely available on the gray market, with
an emphasis on academic and technical literature in Russian and
English.\
*DVD case cover of "Traum's library" advertising "more than 167,000
books" in fb2 format. Similar DVDs sell for around 1,000 RUB (\$25-30
US) on the streets of Moscow.*
At its inception, *Aleph* aggregated several "home-grown" archives,
already in wide circulation in universities and on the gray market.
These included:
-- *KoLXo3*, a collection of scientific texts that was at one time
distributed on 20 DVDs, overlapping with early Gigapedia efforts;\
-- *mexmat*, a library collected by the members of Moscow State
University's Department of Mechanics and Mathematics for internal use,
originally distributed through private FTP servers;\
-- *Homelab*, *Ihtik*, and *Ingsat* libraries;\
-- the Foreign Fiction archive collected from IRC \#\*\*\*
2003.09-2011.07.09 and the Internet Library;\
-- the *Great Science Textbooks* collection and, later, over 20 smaller
miscellaneous archives.^[27](#fn-2025-27){#fnref-2025-27}^
In retrospect, we can categorize the founding efforts along three
parallel tracks: 1) as the development of "front-end" server software
for searching and downloading books, 2) as the organization of an online
forum for enthusiasts willing to contribute to the project, and 3) the
collection effort required to expand and maintain the "back-end" archive
of documents, primarily in .pdf and .djvu
formats.^[28](#fn-2025-28){#fnref-2025-28}^ "What do we do?" writes one
of the early volunteers (in 2009) on the topic of "Outcomes, Goals, and
Scope of the Project." He answers: "we loot sites with ready-made
collections," "sort the indices in arbitrary normalized formats," "for
uncatalogued books we build a 'technical index': name of file, size,
hashcode," "write scripts for database sorting after the initial catalog
process," "search the database," "use the database for the construction
of an accessible catalog," "build torrents for the distribution of files
in the collection."^[29](#fn-2025-29){#fnref-2025-29}^ But, "everything
begins with the forum," in the words of another founding
member.^[30](#fn-2025-30){#fnref-2025-30}^ *Aleph*, the very name of the
group, reflects the aspiration to develop a "platform for the inception
of subsequent and more user-friendly" libraries--a platform "useful for
the developer, the reader, and the
librarian."^[31](#fn-2025-31){#fnref-2025-31}^\
Aleph's *anatomy*
Figure 2: DVD case cover of "Traum's library" advertising "more than
167,000 books
:::
What is *Aleph*? Is it a collection of books? A community? A piece of
software? What makes a library? When attempting to visualize Aleph's
constituents (Figure 3), it seems insufficient to point to books alone,
or to social structure, or to technology in the absence of people and
content. Taking a systems approach to description, we understand a
library to comprise an assemblage of books, people, and infrastructure,
along with their corresponding words and texts, rules and institutions,
and shelves and servers.^[32](#fn-2025-32){#fnref-2025-32}^ In this
light, *Aleph*'s iteration on *LNU/Gigapedia* lies not in technological
advancement alone, but in system architecture, on all levels of
analysis.
Where the latter relied on proprietary server applications, *Aleph*
built software that enabled others to mirror and to serve the site in
its entirety. The server was written by d\* from www.l\*.com (Bet),
utilizing a codebase common to several similar large book-sharing
communities. The initial organizational efforts happened on a sub-forum
of a popular torrent tracker (*RR*). Fifteen founding members reached
early consensus to start hashing document filenames (using the MD5
message-digest algorithm), rather than to store files as is, with their
appropriate .pdf or .mobi extensions.^[33](#fn-2025-33){#fnref-2025-33}^
Bit-wise hashing was likely chosen as a (computationally) cheap way to
de-duplicate documents, since two identical files would hash into an
identical string. Hashing the filenames was hoped to have the
side-effect of discouraging direct (file system-level) browsing of the
archive.^[34](#fn-2025-34){#fnref-2025-34}^ Instead, the books were
meant to be accessed through the front-end "librarian" interface, which
added a layer of meta-data and search tools. In other words, the group
went out of its way to distribute *Aleph* as a library and not merely as
a large aggregation of raw files.
Site volunteers coordinate their efforts asynchronously, by means of a
simple online forum (using *phpBB* software), open to all interested
participants. Important issues related to the governance of the
project--decisions about new hardware upgrades, software design, and
book acquisition--receive public airing. For example, at one point, the
site experienced increased traffic from *Google* searches. Some senior
members welcomed the attention, hoping to attract new volunteers. Others
worried increased visibility would bring unwanted scrutiny. To resolve
the issue, a member suggested delisting the website by altering the
robots.txt configuration file and thereby blocking *Google*
crawlers.^[35](#fn-2025-35){#fnref-2025-35}^ Consequently, the site
would become invisible to *Google*, while remaining freely accessible
via a direct link. Early conversations on *RR*, reflect a consistent
concern about the archive's longevity and its vulnerability to official
sanctions. Rather than following the cyber-locker model of distribution,
the prospectors decided to release canonical versions of the library in
chunks, via *BitTorrent*--a distributed protocol for file sharing.
Another decision was made to "store" the library on open trackers (like
*The Pirate Bay*), rather than tying it to a closed, by-invitation-only
community. Although *LN/Gigapedia* was already decentralized to an
extent, the archeology of the community discussion reveals a multitude
of concious choices that work to further atomize *Aleph* and to
decentralize it along the axes of the collection, governance, and
engineering.
By March of 2009 these efforts resulted in approximately 79k volumes or
around 180gb of data.^[36](#fn-2025-36){#fnref-2025-36}^ By December of
the same year, the moderators began talking about a terabyte, 2tb in
2010, and around 7tb by 2011.^[37](#fn-2025-37){#fnref-2025-37}^ By
2012, the core group of "prospectors" grew to 1,000 registered users.
*Aleph*'s main mirror received over a million page views per month and
about 40,000 unique visits per day.^[38](#fn-2025-38){#fnref-2025-38}^
An online eBook piracy report estimates a combined total of a million
unique visitors per day for *Aleph* and its
mirrors.^[39](#fn-2025-39){#fnref-2025-39}^
As of January 2014, the *Aleph* catalog contains over a million books
(1,021,000) and over 15 million academic articles, "weighing in" at just
under 10tb. Most remarkably, one of the world's largest digital
libraries operates on an annual budget of \$1,900
US.^[40](#fn-2025-40){#fnref-2025-40}^
\#\#\# Vulnerability\
Distributed architecture gives *Aleph* significant advantages over its
federated predecessors. Were *Aleph* servers to go offline the archive
would survive "in the cloud" of the *BitTorrent* network. Should the
forum (*Bet*) close, another online forum could easily take its place.
And were *Aleph* library portal itself go dark, other mirrors would (and
usually do) quickly take its place.
But the decentralized model of content distribution is not without its
challenges. To understand them, we need to review some of the
fundamentals behind the *BitTorrent* protocol. At its bare minimum (as
it was described in the original specification by Bram Cohen) the
protocol involves a "seeder," someone willing to share something it its
entirety; a "leecher," someone downloading shared data; and a torrent
"tracker" that coordinates activity between seeders and
leechers.^[41](#fn-2025-41){#fnref-2025-41}^
Imagine a music album sharing agreement between three friends, where,
initially, only one holds a copy of some album: for example, Nirvana's
*Nevermind*. Under the centralized model of file sharing, the friend
holding the album would transmit two copies, one to each friend. The
power of *BitTorrent* comes from shifting the burden of sharing from a
single seeder (friend one) to a "swarm" of leechers (friends two and
three). On this model, the first leecher joining the network (friend
two, in our case) would begin to get his data from the seeder directly,
as before. But the second leecher would receive some bits from the
seeder and some from the first leecher, in a non-linear, asynchronous
fashion. In our example, we can imagine the remaining friend getting
some songs from the first friend and some from the second. The friend
who held the album originally now transmitted something less than two
full copies of the album, since the other two friends exchanged some
bits of information between themselves, lessening the load on the
original album holder.
When downloading from the *BitTorrent* network, a peer may receive some
bits from the beginning of the document, some from the middle, and some
from the end, in parts distributed among the members of the swarm. A
local application called the "client" is responsible for checking the
integrity of the pieces and for reassembling the them into a coherent
whole. A torrent "tracker" coordinates the activity between peers,
keeping track of who has what where. Having received the whole document,
a leecher can, in turn, become a seeder by sharing all of his downloaded
bits with the remaining swarm (who only have partial copies). The
leecher can also take the file offline, choosing not to share at
all.^[42](#fn-2025-42){#fnref-2025-42}^
The original protocol left torrent trackers vulnerable to charges of
aiding and abetting copyright
infringement.^[43](#fn-2025-43){#fnref-2025-43}^ Early in 2008, Cohen
extended *BitTorrent* to make use of "distributed sloppy hash tables"
(DHT) for storing peer locations without resorting to a central tracker.
Under these new guidelines, each peer would maintain a small routing
table pointing to a handful of nearby peer locations. In effect, DHT
placed additional responsibility on the swarm to become a tracker of
sorts, however "sloppy" and imperfect. By November of of 2009, *Pirate
Bay* announced its transition away from tracking entirely, in favor of
DHT and the related PEX and Magnetic Links protocols. At the time they
called it, "world's most resilient
tracking."^[44](#fn-2025-44){#fnref-2025-44}^
Despite these advancements, the decentralized model of file sharing
remains susceptible to several chronic ailments. The first follows from
the fact that ad-hoc distribution networks privilege popular material. A
file needs to be actively traded to ensure its availability. If nobody
is actively sharing and downloading Nirvana's *Nevermind*, the album is
in danger of fading out of the cloud. As one member wrote succinctly on
*Gimel* forums, "unpopular files are in danger of become
inaccessible."^[45](#fn-2025-45){#fnref-2025-45}^ This dynamic is less
of a concern for Hollywood blockbusters, but more so for "long tail"
specialized materials of the sort found in *Aleph*, and indeed, for
*Aleph* itself as a piece of software distributed through the network.
*Aleph* combats the problem of fading torrents by renting
"seedboxes"--servers dedicated to keeping the *Aleph* seeds containing
the archive alive, preserving the availability of the collection. The
server in production as of 2014 can serve up to 12tb of data speeds of
100-800 megabits per second. Other file sharing communities address the
issue by enforcing a certain download to upload ratio on members of
their network.
The lack of true anonymity is the second problem intrinsic to the
*BitTorrent* protocol. Peers sharing bits directly cannot but avoid
exposing their IP address (unless these are masked behind virtual
private networks or TOR relays). A "Sybil" attack becomes possible when
a malicious peer shares bits in bad faith, with the intent to log IP
addresses.^[46](#fn-2025-46){#fnref-2025-46}^ Researchers exploring this
vector of attack were able to harvest more than 91,000 IP addresses in
less than 24 hours of sharing a popular television
show.^[47](#fn-2025-47){#fnref-2025-47}^ They report that more than 9%
of requests made to their servers indicated "modified clients", which
are likely also to be running experiments in the DHT. Legitimate
copyright holders and copyright "trolls" alike have used this
vulnerability to bring lawsuits against individual sharers in
court.^[48](#fn-2025-48){#fnref-2025-48}^
These two challenges are further exacerbated in the case of *Aleph*,
which uses *BitTorrent* to distribute large parts of its own
architecture. These parts are relatively large--around 40-50GB each.
Long-term sustainability of *Aleph* as a distributed system therefore
requires a rare participant: one interested in downloading the archive
as a whole (as opposed to downloading individual books), one who owns
the hardware to store and transmit terabytes of data, and one possessing
the technical expertise to do so safely.
**Peer preservation**
In light of the challenges and the effort involved in maintaining the
archive, one would be remiss to describe *Aleph* merely in terms of book
piracy, understood in conventional terms of financial gain, theft, or
profiteering. Day-to-day labor of the core group is much more
comprehensible as a mode of commons-based peer production, which is, in
the canonical definition, work made possible by a "networked
environment," "radically decentralized, collaborative, and
non-proprietary; based on sharing resources and outputs among widely
distributed, loosely connected individuals who cooperate with each other
without relying on either market signals or managerial
commands."^[49](#fn-2025-49){#fnref-2025-49}^ *Aleph* answers the
definition of peer production, resembling in many respects projects like
*Linux*, *Wikipedia*, and *Project Gutenberg*.
Yet, *Aleph* is also patently a library. Its work can and should be
viewed in the broader context of Enlightenment ideals: access to
literacy, universal education, and the democratization of knowledge. The
very same ideals gave birth to the public library movement as a whole at
the turn of the 20th century, in the United States, Europe, and
Russia.^[50](#fn-2025-50){#fnref-2025-50}^ Parallels between free
library movements of the early 20th and the early 21st centuries point
to a social dynamic that runs contrary to the populist spirit of
commons-based peer production projects, in a mechanism that we describe
as peer preservation. The idea encompasses conflicting drives both to
share and to hoard information.
The roots of many public libraries lie in extensive private collections.
Bodleian Library at Oxford, for example, traces its origins back to the
collections of Thomas Cobham, Bishop of Worcester, Humphrey, Duke of
Gloucester, and to Thomas Bodley, himself an avid book collector.
Similarly, Poland's Zaluski Library, one of Europe's oldest, owes its
existence to the collecting efforts of the Zaluski brothers, both
bishops and bibliophiles.^[51](#fn-2025-51){#fnref-2025-51}^ As we
mentioned earlier, *Aleph* too began its life as an aggregator of
collections, including the personal libraries of Moshkov and Traum. When
books are scarce, private libraries are a sign of material wealth and
prestige. In the digital realm, where the cost of media acquisition is
low, collectors amass social capital. *Aleph* extends its collecting
efforts on *RR*, a much larger, moderated torrent exchange forum and
tracker. *RR* hosts a number of sub-forums dedicated to the exchange of
software, film, music, and books (where members of *Aleph* often make an
appearance). In the exchange economy of symbolic goods, top collectors
are known by their standing in the community, as measured by their
seniority, upload and download ratios, and the number of "releases." A
release is more than just a file: it must not duplicate items in the
archive and follows strict community guidelines related to packaging,
quality, and meta-data accompanying the document. Less experienced
members of the community treat high status numbers with reverence and
respect.
According to a question and answer session with an official *RR*
representative, *RR* is not particularly friendly to new
users.^[52](#fn-2025-52){#fnref-2025-52}^ In fact, high barriers to
entry are exactly what differentiates *RR* from sites like *The Pirate
Bay* and other unmoderated, open trackers. *RR* prides itself on the
"quality of its moderation." Unlike *Pirate Bay*, *RR* sees itself as a
"media library", where content is "organized and properly shelved." To
produce an acceptable book "release" one needs to create a package of
files, including well-formatted meta-data (following strict stylistic
rules) in the header, the name of the book, an image of its cover, the
year of release, author, genre, publisher, format, language, a required
description, and screenshots of a sample page. The files must be named
according to a convention, be "of the same kind" (that is belong to the
same collection), and be of the right size. Home-made scans are
discouraged and governed by a 1,000-words instruction manual. Scanned
books must have clear attribution to the releaser responsible for
scanning and processing.
More than that, guidelines indicate that smaller releases should be
expected to be "absorbed" into larger ones. In this way, a single novel
by Charles Dickens can and will be absorbed into his collected works,
which might further be absorbed into "Novels of 19th Century," and then
into "Foreign Fiction" (as a hypothetical, but realistic example).
According to the rules, the collection doing the absorbing must be "at
least 50% larger than the collection it is absorbing." Releases are
further governed by a subset or rules particular to the forum
subsections (e.g. journals, fiction, documentation, service manuals,
etc.).^[53](#fn-2025-53){#fnref-2025-53}^
All this to say that although barriers to acquisition are low, the
barriers to active participation are high and continually *increase with
time*. The absorption of smaller collections by larger favors the
veterans. Rules and regulations grow in complexity with the maturation
of the community, further widening the rift between senior and junior
peers. We are then witnessing something like the institutionalization of
a professional "librarian" class, whose task it is to protect the
collection from the encroachment of low-quality contributors. Rather
than serving the public, a librarian's primary commitment is to the
preservation of the archive as a whole. Thus what starts as a true peer
production project, may, in the end, grow to erect solid walls to
peering. This dynamic is already embodied in the history of public
libraries, where amateur librarians of the late 19th century eventually
gave way to their modern degree-holding counterparts. The conflicting
logistics of access and preservation may lead digital library
development along a similar path.
The expression of this dual push and pull dynamic in the observed
practices of peer preservation communities conforms to Derrida's insight
into the nature of the archive. Just as the walls of a library serve to
shelter the documents within, they also isolate the collection from the
public at large. Access and preservation, in that sense, subsist at
opposite and sometime mutually exclusive ends of the sharing spectrum.
And it may be that this dynamic is particular to all peer production
communities, like *Wikipedia*, which, according to recent studies, saw a
decline in new contributors due to increasingly strict rule
enforcement.^[54](#fn-2025-54){#fnref-2025-54}^ However, our results are
merely speculative at the moment. The analysis of a large dataset we
have collected as corollary to our field work online may offer further
evidence for these initial intuitions. In the meantime, it is not enough
to conclude that brick-and-mortar libraries should learn from these
emergent, distributed architectures of peer preservation. If the future
of *Aleph* is leading to increased institutionalization, the community
may soon face the fate embodied by its own procedures: the absorption of
smaller, wonderfully messy, ascending collections into larger, more
established, and more rigid social structures.
**Biographies**
Dennis Tenen teaches in the fields of new media and digital humanities
at Columbia University, Department of English and Comparative
Literature. His research often happens at the intersection of people,
texts, and technology. He is currently writing a book on minimal
computing, called *Plain Text*.
Maxwell Foxman is an adjunct professor at Marymount Manhattan College
and a PhD candidate in Communications at Columbia University, where he
studies the use and adoption of digital media into everyday life. He has
written on failed social media and on gamification in electoral
politics, newsrooms, and mobile media.
**References**
Allen, Elizabeth Akers, and James Phinney Baxter. *Dedicatory Exercises
of the Baxter Building*. Auburn, Me: Lakeside Press, 1889.
Anonymous author. "Library.nu: Modern era's 'Destruction of the Library
of Alexandria.'" *Breaking Culture*. Last edited on February 16, 2012
and archived on archived on January 14, 2014.
[http://breakingculture.tumblr.com/post/17697325088/gigapedia-rip](“https://web.archive.org/web/20140113135846/http://breakingculture.tumblr.com/post/17697325088/gigapedia-rip”).
Benkler, Yochai. *The Wealth of Networks: How Social Production
Transforms Markets and Freedom*. New Haven: Yale University Press, 2006.
Bittorrent.org. "The BitTorrent Protocol Specification." Last modified
October 20, 2012 and archived on June 13, 2014.
[http://www.bittorrent.org/beps/bep\_0003.html](“http://web.archive.org/web/20140613190300/http://www.bittorrent.org/beps/bep_0003.html”).
Bodo, Balazs. "Set the Fox to Watch the Geese: Voluntary IP Regimes in
Piratical File-Sharing Communities." In *Piracy: Leakages from
Modernity*. Litwin Books, LLC, 2012.
Bowker, Geoffrey C., and Susan Leigh Star. *Sorting Things Out:
Classification and Its Consequences*. The MIT Press, 1999.
Calandrillo, Steve P. "Economic Analysis of Property Rights in
Information: Justifications and Problems of Exclusive Rights, Incentives
to Generate Information, and the Alternative of a Government-Run Reward
System, an." *Fordham Intellectual Property, Media & Entertainment Law
Journal* 9 (1998): 301.
Calhoun, Craig. "Information Technology and the International Public
Sphere." *In Shaping the Network Society: the New Role of Civil Society
in Cyberspace*, edited by Douglas Schuler and Peter Day, 229--52. MIT
Press, 2004.
Castells, Manuel. "Communication, Power and Counter-Power in the Network
Society." *International Journal of Communication* 1 (2007): 238--66.
Cholez, Thibault, Isabelle Chrisment, and Olivier Festor. "Evaluation of
Sybil Attacks Protection Schemes in KAD." In *Scalability of Networks
and Services*, edited by Ramin Sadre and Aiko Pras, 70--82. Lecture
Notes in Computer Science 5637. Springer Berlin Heidelberg, 2009.
Cohen, Bram. *Incentives Build Robustness in BitTorrent*, May 22, 2003.
[http://www.bittorrent.org/bittorrentecon.pdf](“http://www.bittorrent.org/bittorrentecon.pdf”).
Cohen, Julie. "Creativity and Culture in Copyright Theory." *U.C. Davis
Law Review* 40 (2006): 1151.
Day, Brian R. *In Defense of Copyright: Creativity, Record Labels, and
the Future of Music*. SSRN Scholarly Paper. Rochester, NY: Social
Science Research Network, May 2010.
DiMaggio, Paul, Eszter Hargittai, W. Russell Neuman, and John P.
Robinson. "Social Implications of the Internet." *Annual Review of
Sociology* 27 (January 2001): 307--36.
Edwards, Paul N. "Infrastructure and Modernity: Force, Time, and Social
Organization in the History of Sociotechnical Systems." In *Modernity
and Technology*, 185--225, 2003.
---------. "Y2K: Millennial Reflections on Computers as Infrastructure."
*History and Technology* 15, no. 1-2 (1998): 7--29.
Edwards, Paul N., Geoffrey C. Bowker, Steven J. Jackson, and Robin
Williams. "Introduction: an Agenda for Infrastructure Studies." *Journal
of the Association for Information Systems* 10, no. 5 (2009): 364--74.
Ernesto. "US P2P Lawsuit Shows Signs of a 'Pirate Honeypot'."
Technology. *TorrentFreak*. Last edited in June 2011 and archived on
January 14, 2014.
[http://torrentfreak.com/u-s-p2p-lawsuit-shows-signs-of-a-pirate-honeypot-110601/](“https://web.archive.org/web/20140114200326/http://torrentfreak.com/u-s-p2p-lawsuit-shows-signs-of-a-pirate-honeypot-110601/”).
Gauravaram, Praveen, and Lars R. Knudsen. "Cryptographic Hash
Functions." In *Handbook of Information and Communication Security*,
edited by Peter Stavroulakis and Mark Stamp, 59--79. Springer Berlin
Heidelberg, 2010.
Greenwood, Thomas. *Public Libraries: a History of the Movement and a
Manual for the Organization and Management of Rate Supported Libraries*.
Simpkin, Marshall, Hamilton, Kent, 1890.
Halfaker, Aaron, R. Stuart Geiger, Jonathan T. Morgan, and John Riedl.
"The Rise and Decline of an Open Collaboration System: How Wikipedia's
Reaction to Popularity Is Causing Its Decline." *American Behavioral
Scientist*, December 2012, 0002764212469365.
Harris, Michael H. *History of Libraries of the Western World*. Fourth
Edition. Lanham, Md.; London: Scarecrow Press, 1999.
Hughes, Justin. "Philosophy of Intellectual Property, the." *Georgetown
Law Journal* 77 (1988): 287.
http://heinonline.org/HOL/Page?handle=hein.journals/glj77&id=309&div=&collection=journals.
Hugo, Victor. *Works of Victor Hugo*. New York: Nottingham Society,
1907.
International Publishers Association. "Publishers Strike Major Blow
against Internet Piracy." Last modified February 15, 2012.
[http://www.internationalpublishers.org/ipa-press-releases/286-publishers-strike-major-blow-against-internet-piracy](“http://www.internationalpublishers.org/ipa-press-releases/286-publishers-strike-major-blow-against-internet-piracy”).
Johnson, Simon for Reuters.com. "Pirate Bay Copyright Test Case Begins
in Sweden." Last edited on February 16, 2009 and archived on August 4,
2014.
[http://uk.reuters.com/article/2009/02/16/tech-us-sweden-piratebay-idUKTRE51F3K120090216](http://web.archive.org/web/20140804000829/http://uk.reuters.com/article/2009/02/16/tech-us-sweden-piratebay-idUKTRE51F3K120090216”).\]
Karaganis, Joe, ed. *Media Piracy in Emerging Economies*. Social Science
Research Network, March 2011.
[http://piracy.americanassembly.org/the-report/.](“http://piracy.americanassembly.org/the-report/”).
Landes, William M., and Richard A. Posner. *The Economic Structure of
Intellectual Property Law*. Harvard University Press, 2003.
Larkin, Brian. "Degraded Images, Distorted Sounds: Nigerian Video and
the Infrastructure of Piracy." *Public Culture* 16, no. 2 (2004):
289--314.
---------. "Pirate Infrastructures." In *Structures of Participation in
Digital Culture*, edited by Joe Karaganis, 74--87. New York: SSRC, 2008.
Lessig, Lawrence. *Free Culture: How Big Media Uses Technology and the
Law to Lock Down Culture and Control Creativity*. The Penguin Press,
2004.
Liang, Lawrence. "Shadow Libraries E-Flux," last edited 2012 and
archived on October 14, 2014.
http://www.e-flux.com/journal/shadow-libraries/.
Lobato, Ramon, and Leah Tang. "The Cyberlocker Gold Rush: Tracking the
Rise of File-Hosting Sites as Media Distribution Platforms."
*International Journal of Cultural Studies*, November 2013.
Losowsky, Andrew. "Book Downloading Site Targeted in Injunctions
Requested by 17 Publishers." *Huffington Post*, last edited on February
2012 and archived on October 14, 2014.
[http://www.huffingtonpost.com/2012/02/15/librarynu-book-downloading-injunction\_n\_1280383.html](“http://www.huffingtonpost.com/2012/02/15/librarynu-book-downloading-injunction_n_1280383.html”).
Papacharissi, Zizi. "The Virtual Sphere the Internet as a Public
Sphere." *New Media & Society* 4, no. 1 (February 2002): 9--27.
Priest, Eric. "The Future of Music and Film Piracy in China." *Berkeley
Technology Law Journal* 21 (2006): 795.
Salmon, Ricardo, Jimmy Tran, and Abdolreza Abhari. "Simulating a File
Sharing System Based on BitTorrent." In *Proceedings of the 2008 Spring
Simulation Multiconference*, 21:1--:5. SpringSim '08. San Diego, CA,
USA: Society for Computer Simulation International, 2008.
Shirky, Clay. *Here Comes Everybody: the Power of Organizing Without
Organizations*. New York: Penguin Press, 2008.
Star, Susan Leigh, and Geoffrey C. Bowker. "How to Infrastructure." In
*Handbook of New Media: Social Shaping and Social Consequences of ICTs*,
Updated Student Edition., 230--46. SAGE Publications Ltd, 2010.
Stuart, Mary. "Creating a National Library for the Workers' State: the
Public Library in Petrograd and the Rumiantsev Library Under Bolshevik
Rule." *The Slavonic and East European Review* 72, no. 2 (April 1994):
233--58.
---------. "'The Ennobling Illusion': the Public Library Movement in
Late Imperial Russia." *The Slavonic and East European Review* 76, no. 3
(July 1998): 401--40.
---------. "The Evolution of Librarianship in Russia: the Librarians of
the Imperial Public Library, 1808-1868." *The Library Quarterly* 64, no.
1 (January 1994): 1--29.
Timpanaro, J.P., T. Cholez, I Chrisment, and O. Festor. "BitTorrent's
Mainline DHT Security Assessment." In *2011 4th IFIP International
Conference on New Technologies, Mobility and Security (NTMS)*, 1--5,
2011.
TPB. "Worlds most resiliant tracking." Last edited November 17, 2009 and
archived on August 4, 2014.
[thepiratebay.se/blog/175](“http://web.archive.org/web/20140804015645/http://thepiratebay.se/blog/175”)
Vik. "Gigapedia: The greatest, largest and the best website for
downloading eBooks." Emotionallyspeaking.com. Last edited on August 10,
2009 and archived on July 15, 2012.
[http://archive.is/g205"\>http://vikas-gupta.in/2009/08/10/gigapedia-the-greatest-largest-and-the-best-website-for-downloading-free-e-books/](“http://archive.is/g205”).
1. [Victor Hugo, *Works of Victor Hugo* (New York: Nottingham Society,
1907), 230. [[↩](#fnref-2025-1)]{.footnotereverse}]{#fn-2025-1}
2. [Lawrence Liang, "Shadow Libraries E-Flux," 2012.
[[↩](#fnref-2025-2)]{.footnotereverse}]{#fn-2025-2}
3. [McKendrick, Joseph. *Libraries: At the Epicenter of the Digital
Disruption, The Library Resource Guide Benchmark Study on 2013/14
Library Spending Plans* (Unisphere Media, 2013).
[[↩](#fnref-2025-3)]{.footnotereverse}]{#fn-2025-3}
4. ["Archive Fever: a Freudian Impression," *Diacritics* 25, no. 2
(July 1995): 9--63.
[[↩](#fnref-2025-4)]{.footnotereverse}]{#fn-2025-4}
5. [Yochai Benkler, *The Wealth of Networks: How Social Production
Transforms Markets and Freedom* (New Haven: Yale University Press,
2006), 92; Paul DiMaggio et al., "Social Implications of the
Internet," *Annual Review of Sociology* 27 (January 2001): 320; Zizi
Papacharissi "The Virtual Sphere the Internet as a Public Sphere,"
*New Media & Society* 4.1 (2002): 9--27; Craig Calhoun "Information
Technology and the International Public Sphere," in *Shaping the
Network Society: the New Role of Civil Society in Cyberspace*, ed.
Douglas Schuler and Peter Day (MIT Press, 2004), 229--52.
[[↩](#fnref-2025-5)]{.footnotereverse}]{#fn-2025-5}
6. [Benkler, *The Wealth of Networks*, 442; Manuel Castells,
"Communication, Power and Counter-Power in the Network Society,"
*International Journal of Communication* (2007): 251; Lawrence
Lessig *Free Culture:How Big Media Uses Technology and the Law to
Lock Down Culture and Control Creativity* (The Penguin Press, 2004);
Clay Shirky Here Comes Everybody: the Power of Organizing Without
Organizations (New York: Penguin Press, 2008), 153.
[[↩](#fnref-2025-6)]{.footnotereverse}]{#fn-2025-6}
7. [Brian R. Day "In Defense of Copyright: Creativity, Record Labels,
and the Future of Music," *Seton Hall Journal of Sports and
Entertainment Law*, 21.1 (2011); William M. Landes and Richard A.
Posner, *The Economic Structure of Intellectual Property Law*
(Harvard University Press, 2003). For further discussion see
Steve P. Calandrillo, "Economic Analysis of Property Rights in
Information: Justifications and Problems of Exclusive Rights,
Incentives to Generate Information, and the Alternative of a
Government-Run Reward System" *Fordham Intellectual Property, Media
& Entertainment Law Journal* 9 (1998): 306; Julie Cohen, "Creativity
and Culture in Copyright Theory," *U.C. Davis Law Review* 40 (2006):
1151; Justin Hughes "Philosophy of Intellectual Property,"
*Georgetown Law Journal* 77 (1988): 303.
[[↩](#fnref-2025-7)]{.footnotereverse}]{#fn-2025-7}
8. [[piracylab.org](“http://piracylab.org”).
[[↩](#fnref-2025-8)]{.footnotereverse}]{#fn-2025-8}
9. ["Set the Fox to Watch the Geese: Voluntary IP Regimes in Piratical
File-Sharing Communities, in *Piracy: Leakages from Modernity*
(Litwin Books, LLC, 2012).
[[↩](#fnref-2025-9)]{.footnotereverse}]{#fn-2025-9}
10. ["The Future of Music and Film Piracy in China," *Berkeley
Technology Law Journal* 21 (2006): 795.
[[↩](#fnref-2025-10)]{.footnotereverse}]{#fn-2025-10}
11. ["The Cyberlocker Gold Rush: Tracking the Rise of File-Hosting Sites
as Media Distribution Platforms," *International Journal of Cultural
Studies*, (2013).
[[↩](#fnref-2025-11)]{.footnotereverse}]{#fn-2025-11}
12. [The injunctions name I\* and F\* N\* (also known as Smiley).
[[↩](#fnref-2025-12)]{.footnotereverse}]{#fn-2025-12}
13. ["Publishers Strike Major Blow against Internet Piracy" last
modified February 15, 2012 and archived on January 10, 2014,
[http://www.internationalpublishers.org/ipa-press-releases/286-publishers-strike-major-blow-against-internet-piracy](“http://web.archive.org/web/20140110160254/http://www.internationalpublishers.org/ipa-press-releases/286-publishers-strike-major-blow-against-internet-piracy”).
[[↩](#fnref-2025-13)]{.footnotereverse}]{#fn-2025-13}
14. [Including the German Publishers and Booksellers Association,
Cambridge University Press, Georg Thieme, Harper Collins, Hogrefe,
Macmillan Publishers Ltd., Cengage Learning, Elsevier, John Wiley &
Sons, The McGraw-Hill Companies, Pearson Education Ltd., Pearson
Education Inc., Oxford University Press, Springer, Taylor & Francis,
C.H. Beck as well as Walter De Gruyter. The legal proceedings are
also supported by the Association of American Publishers (AAP), the
Dutch Publishers Association (NUV), the Italian Publishers
Association (AIE) and the International Association of Scientific
Technical and Medical Publishers (STM).
[[↩](#fnref-2025-14)]{.footnotereverse}]{#fn-2025-14}
15. [Andrew Losowsky, "Book Downloading Site Targeted in Injunctions
Requested by 17 Publishers," *Huffington Post*, accessed on
September 1, 2014,
[http://www.huffingtonpost.com/2012/02/15/librarynu-book-downloading-injunction\_n\_1280383.html](“http://www.huffingtonpost.com/2012/02/15/librarynu-book-downloading-injunction_n_1280383.html”).
[[↩](#fnref-2025-15)]{.footnotereverse}]{#fn-2025-15}
16. [International Publishers Association.
[[↩](#fnref-2025-16)]{.footnotereverse}]{#fn-2025-16}
17. [Vik, "Gigapedia: The greatest, largest and the best website for
downloading eBooks," Emotionallyspeaking.com, last edited on August
10, 2009 and archived on July 15, 2012,
[http://archive.is/g205"\>http://vikas-gupta.in/2009/08/10/gigapedia-the-greatest-largest-and-the-best-website-for-downloading-free-e-books/](“http://archive.is/g205”).
[[↩](#fnref-2025-17)]{.footnotereverse}]{#fn-2025-17}
18. [Anonymous author, "Library.nu: Modern era's 'Destruction of the
Library of Alexandria,'" *Breaking Culture* (on tublr.com), last
edited on February 16, 2012 and archived on January 14, 2014,
[http://breakingculture.tumblr.com/post/17697325088/gigapedia-rip](“https://web.archive.org/web/20140113135846/http://breakingculture.tumblr.com/post/17697325088/gigapedia-rip”).
[[↩](#fnref-2025-18)]{.footnotereverse}]{#fn-2025-18}
19. [[http://torrentfreak.com/book-publishers-shut-down-library-nu-and-ifile-it-120215](“https://web.archive.org/web/20140110050710/http://torrentfreak.com/book-publishers-shut-down-library-nu-and-ifile-it-120215”)
archived on January 10, 2014.
[[↩](#fnref-2025-19)]{.footnotereverse}]{#fn-2025-19}
20. [[http://www.reddit.com/r/trackers/comments/ppfwc/librarynu\_admin\_the\_website\_is\_shutting\_down\_due](“https://web.archive.org/web/20140110050450/http://www.reddit.com/r/trackers/comments/ppfwc/librarynu_admin_the_website_is_shutting_down_due”)
archived on January 10, 2014.
[[↩](#fnref-2025-20)]{.footnotereverse}]{#fn-2025-20}
21. [[http://www.reddit.com/r/trackers/comments/ppfwc/librarynu\_admin\_the\_website\_is\_shutting\_down\_due](“https://web.archive.org/web/20140110050450/http://www.reddit.com/r/trackers/comments/ppfwc/librarynu_admin_the_website_is_shutting_down_due”)
orchived on January 10, 2014.
[[↩](#fnref-2025-21)]{.footnotereverse}]{#fn-2025-21}
22. [[www.reddit.com/r/trackers/comments/ppfwc/librarynu\_admin\_the\_website\_is\_shutting\_down\_due](“https://web.archive.org/web/20140110050450/http://www.reddit.com/r/trackers/comments/ppfwc/librarynu_admin_the_website_is_shutting_down_due”)
archived on January 10, 2014.
[[↩](#fnref-2025-22)]{.footnotereverse}]{#fn-2025-22}
23. [This point is made at length in the report on media piracy in
emerging economies, released by the American Assembly in 2011. See
Joe Karaganis, ed. *Media Piracy in Emerging Economies* (Social
Science Research Network, March 2011),
[http://piracy.americanassembly.org/the-report/](“http://piracy.americanassembly.org/the-report/”), I.
[[↩](#fnref-2025-23)]{.footnotereverse}]{#fn-2025-23}
24. [Lobato and Tang, "The Cyberlocker Gold Rush."
[[↩](#fnref-2025-24)]{.footnotereverse}]{#fn-2025-24}
25. [Lobato and Tang, "The Cyberlocker Gold Rush," 9.
[[↩](#fnref-2025-25)]{.footnotereverse}]{#fn-2025-25}
26. [Lobato and Tang, "The Cyberlocker Gold Rush," 7.
[[↩](#fnref-2025-26)]{.footnotereverse}]{#fn-2025-26}
27. [GIMEL/viewtopic.php?f=8&t=169; GIMEL/viewtopic.php?f=17&t=299.
[[↩](#fnref-2025-27)]{.footnotereverse}]{#fn-2025-27}
28. [GIMEL/viewtopic.php?f=17&t=299.
[[↩](#fnref-2025-28)]{.footnotereverse}]{#fn-2025-28}
29. [GIMEL/viewtopic.php?f=8&t=169. All quotes translated from Russian
by the authors, unless otherwise noted.
[[↩](#fnref-2025-29)]{.footnotereverse}]{#fn-2025-29}
30. [GIMEL/viewtopic.php?f=8&t=6999&p=41911.
[[↩](#fnref-2025-30)]{.footnotereverse}]{#fn-2025-30}
31. [GIMEL/viewtopic.php?f=8&t=757.
[[↩](#fnref-2025-31)]{.footnotereverse}]{#fn-2025-31}
32. [In this sense, we see our work as complementary to but not
exhausted by infrastructure studies. See Geoffrey C. Bowker and
Susan Leigh Star, *Sorting Things Out: Classification and Its
Consequences* (The MIT Press, 1999); Paul N. Edwards, "Y2K:
Millennial Reflections on Computers as Infrastructure," *History and
Technology* 15.1-2 (1998): 7--29; Paul N. Edwards, "Infrastructure
and Modernity: Force, Time, and Social Organization in the History
of Sociotechnical Systems," in *Modernity and Technology*, 2003,
185--225; Paul N. Edwards et al., "Introduction: an Agenda for
Infrastructure Studies," *Journal of the Association for Information
Systems* 10.5 (2009): 364--74; Brian Larkin "Degraded Images,
Distorted Sounds: Nigerian Video and the Infrastructure of Piracy,"
*Public Culture* 16.2 (2004): 289--314; Brian Larkin "Pirate
Infrastructures," in *Structures of Participation in Digital
Culture*, ed. Joe Karaganis (New York: SSRC, 2008), 74--87; Susan
Leigh Star and Geoffrey C. Bowker, "How to Infrastructure," in
*Handbook of New Media: Social Shaping and Social Consequences of
ICTs*, (SAGE Publications Ltd, 2010), 230--46.
[[↩](#fnref-2025-32)]{.footnotereverse}]{#fn-2025-32}
33. [For information on cryptographic hashing see Praveen Gauravaram and
Lars R. Knudsen, "Cryptographic Hash Functions," in *Handbook of
Information and Communication Security*, ed. Peter Stavroulakis and
Mark Stamp (Springer Berlin Heidelberg, 2010), 59--79.
[[↩](#fnref-2025-33)]{.footnotereverse}]{#fn-2025-33}
34. [See GIMEL/viewtopic.php?f=8&t=55kj and
GIMEL/viewtopic.php?f=8&t=18&sid=936.
[[↩](#fnref-2025-34)]{.footnotereverse}]{#fn-2025-34}
35. [GIMEL/viewtopic.php?f=8&t=714.
[[↩](#fnref-2025-35)]{.footnotereverse}]{#fn-2025-35}
36. [GIMEL/viewtopic.php?f=8&t=47.
[[↩](#fnref-2025-36)]{.footnotereverse}]{#fn-2025-36}
37. [GIMEL/viewtopic.php?f=17&t=175&hilit=RR&start=25.
[[↩](#fnref-2025-37)]{.footnotereverse}]{#fn-2025-37}
38. [GIMEL/viewtopic.php?f=17&t=104&start=450.
[[↩](#fnref-2025-38)]{.footnotereverse}]{#fn-2025-38}
39. [URL redacted; These numbers should be taken as a very rough
estimate because 1) we do not consider Alexa to be a reliable source
for web traffic and 2) some of the other figures cited in the report
are suspicious. For example, *Aleph* has a relatively small archive
of foreign fiction, at odds with the reported figure of 800,000
volumes. [[↩](#fnref-2025-39)]{.footnotereverse}]{#fn-2025-39}
40. [GIMEL/viewtopic.php?f=17&t=7061.
[[↩](#fnref-2025-40)]{.footnotereverse}]{#fn-2025-40}
41. ["The BitTorrent Protocol Specification," last modified October 20,
2012 and archived on June 13, 2014,
[http://www.bittorrent.org/beps/bep\_0003.html](“http://web.archive.org/web/20140613190300/http://www.bittorrent.org/beps/bep_0003.html”).
[[↩](#fnref-2025-41)]{.footnotereverse}]{#fn-2025-41}
42. [For more information on BitTorrent, see Bram Cohen, *Incentives
Build Robustness in BitTorrent*, last modified on May 22, 2003,
[http://www.bittorrent.org/bittorrentecon.pdf](“http://www.bittorrent.org/bittorrentecon.pdf”);
Ricardo Salmon, Jimmy Tran, and Abdolreza Abhari, "Simulating a File
Sharing System Based on BitTorrent," in *Proceedings of the 2008
Spring Simulation Multiconference*, SpringSim '08 (San Diego, CA,
USA: Society for Computer Simulation International, 2008), 21:1--5.
[[↩](#fnref-2025-42)]{.footnotereverse}]{#fn-2025-42}
43. [In 2008 *The Pirate Bay* co-founders Peter Sunde, Gottfrid
Svartholm Warg, Fredrik Neij, and Carl Lundstromwere were charged
with "conspiracy to break copyright related offenses" in Sweden. See
Simon Johnson for Reuters.com, "Pirate Bay Copyright Test Case
Begins in Sweden," last edited on February 16, 2009 and archived on
August 4, 2014,
[http://uk.reuters.com/article/2009/02/16/tech-us-sweden-piratebay-idUKTRE51F3K120090216](http://web.archive.org/web/20140804000829/http://uk.reuters.com/article/2009/02/16/tech-us-sweden-piratebay-idUKTRE51F3K120090216”).
[[↩](#fnref-2025-43)]{.footnotereverse}]{#fn-2025-43}
44. [TPB, "Worlds most resiliant tracking," last edited November 17,
2009 and archived on August 4, 2014,
[thepiratebay.se/blog/175](“http://web.archive.org/web/20140804015645/http://thepiratebay.se/blog/175”).
[[↩](#fnref-2025-44)]{.footnotereverse}]{#fn-2025-44}
45. [GIMEL/viewtopic.php?f=8&t=6999.
[[↩](#fnref-2025-45)]{.footnotereverse}]{#fn-2025-45}
46. [Thibault Cholez, Isabelle Chrisment, and Olivier Festor "Evaluation
of Sybil Attacks Protection Schemes in KAD," in *Scalability of
Networks and Services*, ed. Ramin Sadre and Aiko Pras, Lecture Notes
in Computer Science 5637 (Springer Berlin Heidelberg, 2009), 70--82.
[[↩](#fnref-2025-46)]{.footnotereverse}]{#fn-2025-46}
47. [J.P. Timpanaro et al., "BitTorrent's Mainline DHT Security
Assessment," in *2011 4th IFIP International Conference on New
Technologies, Mobility and Security (NTMS)*, 2011, 1--5.
[[↩](#fnref-2025-47)]{.footnotereverse}]{#fn-2025-47}
48. [Ernesto, "US P2P Lawsuit Shows Signs of a 'Pirate Honeypot',"
Technology, *TorrentFreak*, last edited in June 2011 and archived on
January 14, 2014,
[http://torrentfreak.com/u-s-p2p-lawsuit-shows-signs-of-a-pirate-honeypot-110601/](“https://web.archive.org/web/20140114200326/http://torrentfreak.com/u-s-p2p-lawsuit-shows-signs-of-a-pirate-honeypot-110601/”).
[[↩](#fnref-2025-48)]{.footnotereverse}]{#fn-2025-48}
49. [Benkler *The Wealth of Networks*, 60.
[[↩](#fnref-2025-49)]{.footnotereverse}]{#fn-2025-49}
50. [On the free and public library movement in England and the United
States see Thomas Greenwood, *Public Libraries: a History of the
Movement and a Manual for the Organization and Management of Rate
Supported Libraries* (Simpkin, Marshall, Hamilton, Kent, 1890);
Elizabeth Akers Allen and James Phinney Baxter, *Dedicatory
Exercises of the Baxter Building* (Auburn, Me: Lakeside Press,
1889). To read more about the history of free and public library
movements in Russia see Mary Stuart, "The Evolution of Librarianship
in Russia: the Librarians of the Imperial Public Library,
1808-1868," *The Library Quarterly* 64.1 (January 1994): 1--29; Mary
Stuart, "Creating a National Library for the Workers' State: the
Public Library in Petrograd and the Rumiantsev Library Under
Bolshevik Rule," *The Slavonic and East European Review* 72.2 (April
1994): 233--58; Mary Stuart "The Ennobling Illusion: the Public
Library Movement in Late Imperial Russia," *The Slavonic and East
European Review* 76.3 (July 1998): 401--40.
[[↩](#fnref-2025-50)]{.footnotereverse}]{#fn-2025-50}
51. [Michael H. Harris, *History of Libraries of the Western World*,
(London: Scarecrow Press, 1999), 136.
[[↩](#fnref-2025-51)]{.footnotereverse}]{#fn-2025-51}
52. [http://s\*.d\*.ru/comments/508985/.
[[↩](#fnref-2025-52)]{.footnotereverse}]{#fn-2025-52}
53. [RR/forum/viewtopic.php?t=1590026.
[[↩](#fnref-2025-53)]{.footnotereverse}]{#fn-2025-53}
54. [Aaron Halfaker et al."The Rise and Decline of an Open Collaboration
System: How Wikipedia's Reaction to Popularity Is Causing Its
Decline," *American Behavioral Scientist*, December 2012.
[[↩](#fnref-2025-54)]{.footnotereverse}]{#fn-2025-54}
:::
Series Navigation[[\<\< What Do Metrics Want? How Quantification
Prescribes Social Interaction on
Facebook](http://computationalculture.net/what-do-metrics-want/ "<< What Do Metrics Want? How Quantification Prescribes Social Interaction on Facebook")]{.series-nav-left}[[Modelling
biology -- working through (in-)stabilities and frictions
\>\>](http://computationalculture.net/modelling-biology/ "Modelling biology – working through (in-)stabilities and frictions >>")]{.series-nav-right}
:::
::: {.comments}
:::
Article printed from Computational Culture:
**http://computationalculture.net**
URL to article:
**http://computationalculture.net/book-piracy-as-peer-preservation/**
[Click here to print.](#Print "Click here to print.")
Adema
Scanners, collectors and aggregators. On the underground movement of (pirated) theory text sharing
2009
# Scanners, collectors and aggregators. On the ‘underground movement’ of
(pirated) theory text sharing
_“But as I say, let’s play a game of science fiction and imagine for a moment:
what would it be like if it were possible to have an academic equivalent to
the peer-to-peer file sharing practices associated with Napster, eMule, and
BitTorrent, something dealing with written texts rather than music? What would
the consequences be for the way in which scholarly research is conceived,
communicated, acquired, exchanged, practiced, and understood?”_
Gary Hall – [Digitize this
book!](http://www.upress.umn.edu/Books/H/hall_digitize.html) (2008)
Ubu
web was founded in 1996 by poet [Kenneth
Goldsmith](http://en.wikipedia.org/wiki/Kenneth_Goldsmith "Kenneth Goldsmith")
and has developed from ‘a repository for visual, concrete and (later) sound
poetry, to a site that ‘embraced all forms of the avant-garde and beyond. Its
parameters continue to expand in all directions.’ As
[Wikipedia](http://en.wikipedia.org/wiki/UbuWeb) states, Ubu is non-commercial
and operates on a gift economy. All the same - by forming an amazing resource
and repository for the avant-garde movement, and by offering and hosting these
works on its platform, Ubu is violating copyright laws. As they state however:
‘ _should something return to print, we will remove it from our site
immediately. Also, should an artist find their material posted on UbuWeb
without permission and wants it removed, please let us know. However, most of
the time, we find artists are thrilled to find their work cared for and
displayed in a sympathetic context. As always, we welcome more work from
existing artists on site_.’
Where in the more affluent and popular media realms of block buster movies and
pop music the [Piratebay](http://thepiratebay.org/) and other download sites
(or p2p networks) like [Mininova](http://www.mininova.org/) are being sued and
charged with copyright infringement, the major powers to be seem to turn a
blind eye when it comes to Ubu and many other resource sites online that offer
digital versions of hard-to-get-by materials ranging from books to
documentaries.
This is and has not always been the case: in 2002 [Sebastian
Lütgert](http://www.wizards-of-
os.org/archiv/wos_3/sprecher/l_p/sebastian_luetgert.html) from Berlin/New York
was sued by the "Hamburger Stiftung zur Förderung von Wissenschaft und Kultur"
for putting online two downloadable texts from Theodor W. Adorno on his
website [textz.com](http://www.medienkunstnetz.de/artist/textz-
com/biography/), an underground archive for Literature. According to
[this](http://de.indymedia.org/2004/03/76975.shtml) Indymedia interview with
Lütgert, textz.com was referred to as ‘the Napster for books’ offering about
700 titles, focusing on, as Lütgert states _‘Theorie, Romane, Science-Fiction,
Situationisten, Kino, Franzosen, Douglas Adams, Kritische Theorie, Netzkritik
usw’._
The interview becomes even more interesting when Lütgert remarks that one can
still easily download both Adorno texts without much ado if one wants to. This
leads to the bigger question of the real reasons underlying the charge against
textz.com; why was textz.com sued? As Lütgert says in the interview: “ _Das
kann man sowieso_ [when referring to the still available Adorno texts] _._
_Aber es gibt schon lange einen klaren Unterschied zwischen offener
Verfügbarkeit und dem Untergrund. Man kann die freie Verbreitung von Inhalten
nicht unterbinden, aber man scheint verhindern zu wollen dass dies allzu offen
und selbstverständlich geschieht. Das ist es was sie stört.”
_
__
But how can something be truly underground in an online environment whilst
still trying to spread or disseminate texts as widely as possible? This seems
to be the paradox of many - not quite legal and/or copyright protected -
resource sharing and collecting communities and platforms nowadays. However,
multiple scenario’s are available to evade this dilemma: by being frankly open
about the ‘status’ of the content on offer, as Ubu does, or by using little
‘tricks’ like an easy website registration, classifying oneself as a reading
group, or by relieving oneself from responsibility by stating that one is only
aggregating sources from elsewhere (linking) and not hosting the content on
its own website or blog. One can also state the offered texts or multimedia
files form a special issue or collection of resources, emphasizing their
educational and not-for-profit value.
Most of the ‘underground’ text and content sharing communities seem to follow
the concept of (the inevitability of) ‘[information wants to be
free](https://openreflections.wordpress.com/tag/information-wants-to-be-
free/)’, especially on the Internet. As Lütgert States: “ _Und vor allem sind
die über Walter Benjamin nicht im Bilde, der das gleiche Problem der
Reproduzierbarkeit von Werken aller Art schon zu Beginn des letzten
Jahrhunderts vor sich hatte und erkannt hat: die Massen haben das Recht, sich
das alles wieder anzueignen. Sie haben das Recht zu kopieren, und das Recht,
kopiert zu werden. Jedenfalls ist das eine ganz schön ungemütliche Situation,
dass dessen Nachlass jetzt von solch einem Bürokraten verwaltet wird._ _A:
Glaubst Du es ist überhaupt legitim intellektuellen Inhalt zu "besitzen"? Oder
__Eigentümer davon zu sein?_ _S: Es ist *unmöglich*. "Geistiges" Irgendwas
verbreitet sich immer weiter. Reemtsmas Vorfahren wären nie von den Bäumen
runtergekommen oder aus dem Morast rausgekrochen, wenn sich "geistiges"
Irgendwas nicht verbreitet hätte.”_
What seems to be increasingly obvious, as the interview also states, is that
one can find virtually all Ebooks and texts one needs via p2p networks and
other file sharing community’s (the true
[Darknet](http://en.wikipedia.org/wiki/Darknet_\(file_sharing\)) in a way) –
more and more people are offering (and asking for!) selections of texts and
books (including the ones by Adorno) on openly available websites and blogs,
or they are scanning them and offering them for (educational) use on their
domains. Although the Internet is mostly known for the pirating and
dissemination of pirated movies and music, copyright protected textual content
has (of course) always been spread too. But with the rise of ‘born digital’
text content, and with the help of massive digitization efforts like Google
Books (and accompanying Google Books [download
tools](http://www.codeplex.com/GoogleBookDownloader)) accompanied by the
appearance of better (and cheaper) scanning equipment, the movement of
‘openly’ spreading (pirated) texts (whether or not focusing on education and
‘fair use’) seems to be growing fast.
The direct harm (to both the producers and their publishers) of the free
online availability of (in copyright) texts is also maybe less clear than for
instance with music and films. Many feel texts and books will still be
preferred to be read in print, making the online and free availability of text
nothing more than a marketing tool for the sales of the printed version. Once
discovered, those truly interested will find and buy the print book. Also more
than with music and film, it is felt essential to share information, as a
cultural good and right, to prevent censorship and to improve society.
This is one of the reasons the [Open
Access](http://en.wikipedia.org/wiki/Open_access_\(publishing\)) movement for
scientific research has been initiated. But where the amount of people and
institutions supportive of this movement is gradually growing (especially
where it concerns articles and journals in the Sciences), the spread
concerning Open Access (or even digital availability) of monographs in the
Humanities and Social Sciences (of which the majority of the resources on
offer in the underground text sharing communities consists) has only just
started.
This has lead to a situation in which some have decided that change is not
coming fast enough. Instead of waiting for this utopian Open Access future to
come gradually about, they are actively spreading, copying, scanning and
pirating scholarly texts/monographs online. Although many times accompanied by
lengthy disclaimers about why they are violating copyright (to make the
content more widely accessible for one), many state they will take down the
content if asked. Following the
[copyleft](http://en.wikipedia.org/wiki/Copyleft) movement, what has in a way
thus arisen is a more ‘progressive’ or radical branch of the Open Access
movement. The people who spread these texts deem it inevitable they will be
online eventually, they are just speeding up the process. As Lütgert states: ‘
_The desire of an increasingly larger section of the population to 100-percent
of information is irreversible. The only way there can be slowed down in the
worst case, but not be stopped._
Still we have not yet answered the question of why publishers (and their
pirated authors) are not more upset about these kinds of websites and
platforms. It is not a simple question of them not being aware that these kind
of textual disseminations are occurring. As mentioned before, the harm to
producers (scholars) and their publishers (in Humanities and Social Sciences
mainly Not-For-Profit University Presses) is less clear. First of all, their
main customers are libraries (compare this to the software business model:
free for the consumer, companies pay), who are still buying the legal content
and mostly follow the policy of buying either print or both print and ebook,
so there are no lost sales there for the publishers. Next to that it is not
certain that the piracy is harming sales. Unlike in literary publishing, the
authors (academics) are already paid and do not loose money (very little maybe
in royalties) from the online availability. Perhaps some publishers also see
the Open Access movement as something inevitably growing and they thus don’t
see the urge to step up or organize a collaborative effort against scholarly
text piracy (where most of the presses also lack the scale to initiate this).
Whereas there has been some more upsurge and worries about _[textbook
piracy](http://bookseller-association.blogspot.com/2008/07/textbook-
piracy.html)_ (since this is of course the area where individual consumers –
students – do directly buy the material) and websites like
[Scribd](http://www.scribd.com/), this mostly has to do with the fact that
these kind of platforms also host non-scholarly content and actively promote
the uploading of texts (where many of the text ‘sharing’ platforms merely
offer downloading facilities). In the case of Scribd the size of the platform
(or the amount of content available on the platform) also has caused concerns
and much [media coverage](http://labnol.blogspot.com/2007/04/scribd-youtube-
for-pirated-ebooks-but.html).
All of this gives a lot of potential power to text sharing communities, and I
guess they know this. Only authors might be directly upset (especially famous
ones gathering a lot of royalties on their work) or in the case of Lütgert,
their beneficiaries, who still do see a lot of money coming directly from
individual customers.
Still, it is not only the lack of fear of possible retaliations that is
feeding the upsurge of text sharing communities. There is a strong ideological
commitment to the inherent good of these developments, and a moral and
political strive towards institutional and societal change when it comes to
knowledge production and dissemination.
As Adrian Johns states in his
[article](http://www.culturemachine.net/index.php/cm/article/view/345/348)
_Piracy as a business force_ , ‘today’s pirate philosophy is a moral
philosophy through and through’. As Jonas Andersson
[states](http://www.culturemachine.net/index.php/cm/article/view/346/359), the
idea of piracy has mostly lost its negative connotations in these communities
and is seen as a positive development, where these movements ‘have begun to
appear less as a reactive force (i.e. ‘breaking the rules’) and more as a
proactive one (‘setting the rules’). Rather than complain about the
conservatism of established forms of distribution they simply create new,
alternative ones.’ Although Andersson states this kind of activism is mostly
_occasional_ , it can be seen expressed clearly in the texts accompanying the
text sharing sites and blogs. However, copyright is perhaps so much _an issue_
on most of these sites (where it is on some of them), as it is something that
seems to be simply ignored for the larger good of aggregating and sharing
resources on the web. As is stated clearly for instance in an
[interview](http://blog.sfmoma.org/2009/08/four-dialogues-2-on-aaaarg/) with
Sean Dockray, who maintains AAAARG:
_" The project wasn’t about criticizing institutions, copyright, authority,
and so on. It was simply about sharing knowledge. This wasn’t as general as it
sounds; I mean literally the sharing of knowledge between various individuals
and groups that I was in correspondence with at the time but who weren’t
necessarily in correspondence with each other."_
Back to Lütgert. The files from textz.com have been saved and are still
[accessible](http://web.archive.org/web/20031208043421/textz.gnutenberg.net/index.php3?enhanced_version=http://textz.com/index.php3)
via [The Internet Archive Wayback
Machine](http://web.archive.org/collections/web.html). In the case of
textz.com, these files contain ’typed out text’, so no scanned contents or
PDF’s. Textz.com (or better said its shadow or mirror) offers an amazing
collection of texts, including artists statements/manifestos and screenplays
from for instance David Lynch.
The text sharing community has evolved and now knows many players. Two other
large members in this kind of ‘pirate theory base network’ (although – and I
have to make that clear! – they offer many (and even mostly) legal and out of
copyright texts), still active today, are
[Monoskop/Burundi](http://burundi.sk/monoskop/log/) and
[AAAARG.ORG](http://a.aaaarg.org/). These kinds of platforms all seem to
disseminate (often even on a titular level) similar content, focusing mostly
on Continental Philosophy and Critical Theory, Cultural Studies and Literary
Theory, The Frankfurter Schule, Sociology/Social Theory, Psychology,
Anthropology and Ethnography, Media Art and Studies, Music Theory, and
critical and avant-garde writers like Kafka, Beckett, Burroughs, Joyce,
Baudrillard, etc.etc.
[Monoskop](http://www.burundi.sk/monoskop/index.php/Main_Page) is, as they
state, a collaborative wiki research on the social history of media art or a
‘living archive of writings on art, culture and media technology’. At the
sitemap of their log, or under the categories section, you can browse their
resources on genre: book, journal, e-zine, report, pamphlet etc. As I found
[here](http://www.slovakia.culturalprofiles.net/?id=7958), Burundi originated
in 2003 as a (Slovakian) media lab working between the arts, science and
technologies, which spread out to a European city based cultural network; They
even functioned as a press, publishing the Anthology of New Media Literature
(in Slovak) in 2006, and they hosted media events and curated festivals. It
dissolved in June 2005 although the
[Monoskop](http://www.slovakia.culturalprofiles.net/?id=7964) research wiki on
media art, has continued to run since the dissolving of Burundi.
As
is stated on their website, AAAARG is a conversation platform, or
alternatively, a school, reading group or journal, maintained by Los Angeles
artist[ Sean Dockray](http://www.design.ucla.edu/people/faculty.php?ID=64
"Sean Dockray"). In the true spirit of Critical Theory, its aim is to ‘develop
critical discourse outside of an institutional framework’. Or even more
beautiful said, it operates in the spaces in between: ‘ _But rather than
thinking of it like a new building, imagine scaffolding that attaches onto
existing buildings and creates new architectures between them_.’ To be able to
access the texts and resources that are being ‘discussed’ at AAAARG, you need
to register, after which you will be able to browse the
[library](http://a.aaaarg.org/library). From this library, you can download
resources, but you can also upload content. You can subscribe to their
[feed](http://aaaarg.org/feed) (RSS/XML) and [like
Monoskop](http://twitter.com/monoskop), AAAARG.org also maintains a [Twitter
account](http://twitter.com/aaaarg) on which updates are posted. The most
interesting part though is the ‘extra’ functions the platform offers: after
you have made an account, you can make your own collections, aggregations or
issues out of the texts in the library or the texts you add. This offers an
alternative (thematically ordered) way into the texts archived on the site.
You also have the possibility to make comments or start a discussion on the
texts. See for instance their elaborate [discussion
lists](http://a.aaaarg.org/discussions). The AAAARG community thus serves both
as a sharing and feedback community and in this way operates in a true p2p
fashion, in a way like p2p seemed originally intended. The difference being
that AAAARG is not based on a distributed network of computers, but is based
on one platform, to which registered users are able to upload a file (which is
not the case on Monoskop for instance – only downloading here).
Via[
mercurunionhall](http://mercerunionhall.blogspot.com/2009/06/aaaargorg.html),
I found the image underneath which depicts AAAARG.ORG's article index
organized as a visual map, showing the connections between the different
texts. This map was created and posted by AAAARG user john, according to
mercurunionhall.
Where AAAArg.org focuses again on the text itself - typed out versions of
books - Monoskop works with more modern versions of textual distribution:
scanned versions or full ebooks/pdf’s with all the possibilities they offer,
taking a lot of content from Google books or (Open Access) publishers’
websites. Monoskop also links back to the publishers’ websites or Google
Books, for information about the books or texts (which again proves that the
publishers should know about their activities). To download the text however,
Monoskop links to [Sharebee](http://www.sharebee.com/), keeping the actual
text and the real downloading activity away from its platform.
Another part of the text sharing content consists of platforms offering
documentaries and lectures (so multi-media content) online. One example of the
last is the [Discourse Notebook Archive](http://www.discoursenotebook.com/),
which describes itself as an effort which has as its main goal ‘to make
available lectures in contemporary continental philosophy’ and is maintained
by Todd Kesselman, a PhD Student at The New School for Social Research. Here
you can find lectures from Badiou, Kristeva and Zizek (both audio and video)
and lectures aggregated from the European Graduate School. Kesselman also
links to resources on the web dealing with contemporary continental
philosophy.
Society of Control is a website maintained by [Stephan
Dillemuth](http://www.kopenhagen.dk/fileadmin/oldsite/interviews/solmennesker.htm),
an artist living and working in Munich, Germany, offering amongst others an
overview of his work and scientific research. According to
[this](http://www2.khib.no/~hovedfag/akademiet_05/tekster/interview.html)
interview conducted by Kristian Ø Dahl and Marit Flåtter his work is a
response to the increased influence of the neo-liberal world order on
education, creating a culture industry that is more than often driven by
commercial interests. He asks the question ‘How can dissidence grow in the
blind spots of the ‘society of control’ and articulate itself?’ His website,
the [Society of Control](http://www.societyofcontrol.com/disclaimer1.htm) is,
as he states, ‘an independent organization whose profits are entirely devoted
to research into truth and meaning.’
Society of Control has a [library
section](http://www.societyofcontrol.com/library/) which contains works from
some of the biggest thinkers of the twentieth century: Baudrillard, Adorno,
Debord, Bourdieu, Deleuze, Habermas, Sloterdijk und so weiter, and so much
more, a lot in German, and all ‘typed out’ texts. The library section offers a
direct search function, a category function and a a-z browse function.
Dillemuth states that he offers this material under fair use, focusing on not
for profit, freedom of information and the maintenance of freedom of speech
and information and making information accessible to all:
_“The Societyofcontrol website site contains information gathered from many
different sources. We see the internet as public domain necessary for the free
flow and exchange of information. However, some of these materials contained
in this site maybe claimed to be copyrighted by various unknown persons. They
will be removed at the copyright holder 's request within a reasonable period
of time upon receipt of such a request at the email address below. It is not
the intent of the Societyofcontrol to have violated or infringed upon any
copyrights.”_
Important in this respect is
that he put the responsibility of reading/using/downloading the texts on his
site with the viewers, and not with himself: _“Anyone reading or looking at
copyright material from this site does so at his/her own peril, we disclaim
any participation or liability in such actions.”_
Fark Yaraları = [Scars of Différance](http://farkyaralari.blogspot.com/) and
[Multitude of blogs](http://multitudeofblogs.blogspot.com/) are maintained by
the same author, Renc-u-ana, a philosophy and sociology student from Istanbul.
The first is his personal blog (with also many links to downloadable texts),
focusing on ‘creating an e-library for a Heideggerian philosophy and
Bourdieuan sociology’ on which he writes ‘market-created inequalities must be
overthrown in order to close knowledge gap.’ The second site has a clear
aggregating function with the aim ‘to give united feedback for e-book
publishing sites so that tracing and finding may become easier.’ And a call
for similar blogs or websites offering free ebook content. The blog is
accompanied by a nice picture of a woman warning to keep quiet, very
paradoxically appropriate to the context. Here again, a statement from the
host on possible copyright infringement _: ‘None of the PDFs are my own
productions. I 've collected them from web (e-mule, avax, libreremo, socialist
bros, cross-x, gigapedia..) What I did was thematizing._’ The same goes for
[pdflibrary](http://pdflibrary.wordpress.com/) (which seems to be from the
same author), offering texts from Derrida, Benjamin, Deleuze and the likes:
_‘_ _None of the PDFs you find here are productions of this blog. They are
collected from different places in the web (e-mule, avax, libreremo, all
socialist bros, cross-x, …). The only work done here is thematizing and
tagging.’_
[](http://multitudeofblogs.blogspot.com/)Our
student from Istanbul lists many text sharing sites on Multitude of blogs,
including [Inishark](http://danetch.blogspot.com/) (amongst others Badiou,
Zizek and Derrida), [Revelation](http://revelation-online.blogspot.com/2009/02
/keeping-ten-commandments.html) (a lot of history and bible study), [Museum of
accidents](http://museumofaccidents.blogspot.com/) (many resources relating to
again, critical theory, political theory and continental philhosophy) and
[Makeworlds](http://makeworlds.net/) (initiated from the [make world
festival](http://www.makeworlds.org/1/index.html) 2001).
[Mariborchan](http://mariborchan.wordpress.com/) is mainly a Zizek resource
site (also Badiou and Lacan) and offers next to ebooks also video and audio
(lectures and documentaries) and text files, all via links to file sharing
platforms.
What is clear is that the text sharing network described above (I am sure
there are many more related to other fields and subjects) is also formed and
maintained by the fact that the blogs and resource sites link to each other in
their blog rolls, which is what in the end makes up the network of text
sharing, only enhanced by RSS feeds and Twitter accounts, holding together
direct communication streams with the rest of the community. That there has
not been one major platform or aggregation site linking them together and
uploading all the texts is logical if we take into account the text sharing
history described before and this can thus be seen as a clear tactic: it is
fear, fear for what happened to textz.com and fear for the issue of scale and
fear of no longer operating at the borders, on the outside or at the fringes.
Because a larger scale means they might really get noticed. The idea of
secrecy and exclusivity which makes for the idea of the underground is very
practically combined with the idea that in this way the texts are available in
a multitude of places and can thus not be withdrawn or disappear so easily.
This is the paradox of the underground: staying small means not being noticed
(widely), but will mean being able to exist for probably an extended period of
time. Becoming (too) big will mean reaching more people and spreading the
texts further into society, however it will also probably mean being noticed
as a treat, as a ‘network of text-piracy’. The true strategy is to retain this
balance of openly dispersed subversivity.
Update 25 November 2005: Another interesting resource site came to my
attention recently: [Bedeutung](http://http://www.bedeutung.co.uk/index.php),
a philosophical and artistic initiative consisting of three projects:
[Bedeutung
Magazine](http://www.bedeutung.co.uk/index.php?option=com_content&view=article&id=1&Itemid=3),
[Bedeutung
Collective](http://www.bedeutung.co.uk/index.php?option=com_content&view=article&id=67&Itemid=4)
and [Bedeutung Blog](http://bedeutung.wordpress.com/), hosts a
[library](http://www.bedeutung.co.uk/index.php?option=com_content&view=article&id=85&Itemid=45)
section which links to freely downloadable online e-books, articles, audio
recordings and videos.
### Share this:
* [Twitter](https://openreflections.wordpress.com/2009/09/20/scanners-collectors-and-aggregators-on-the-%e2%80%98underground-movement%e2%80%99-of-pirated-theory-text-sharing/?share=twitter "Click to share on Twitter")
* [Facebook](https://openreflections.wordpress.com/2009/09/20/scanners-collectors-and-aggregators-on-the-%e2%80%98underground-movement%e2%80%99-of-pirated-theory-text-sharing/?share=facebook "Click to share on Facebook")
*
### Like this:
Like Loading...
### _Related_
### 17 comments on " Scanners, collectors and aggregators. On the
‘underground movement’ of (pirated) theory text sharing"
1. Pingback: [Humanism at the fringe « Snarkmarket](http://snarkmarket.com/2009/3428)
2. Pingback: [Scanners, collectors and aggregators. On the 'underground movement' of (pirated) theory text sharing « Mariborchan](http://mariborchan.wordpress.com/2009/09/20/scanners-collectors-and-aggregators-on-the-underground-movement-of-pirated-theory-text-sharing/)
hi there, I'm the owner of the Scars of Différance blog, I'm grateful for your
reading which nurtures self-reflexivity.
text-sharers phylum is a Tardean phenomena, it works through imitation and
differences differentiate styles and archives. my question was inherited from
aby warburg who is perhaps the first kantian librarian (not books, but the
nomenclatura of books must be thought!), I shape up a library where books
speak to each other, each time fragmentary.
you are right about the "fear", that's why I don't reupload books that are
deleted from mediafire. blog is one of the ways, for ex there are e-mail
groups where chain-sharings happen and there are forums where people ask each
other from different parts of the world, to scan a book that can't be found in
their library/country. I understand publishers' qualms (I also work in a
turkish publishing house and make translations). but they miss a point, it was
the very movement which made book a medium that de-posits "book" (in the
Blanchotian sense): these blogs do indeed a very important service, they save
books from the databanks. I'm not going to make a easy rider argument and
decry technology.what I mean is this: these books are the very bricks which
make up resistance -they are not compost-, it is a sharing "partage" and these
fragmentary impartations (the act in which 'we' emancipate books from the
proper names they bear: author, editor, publisher, queen,…) make words blare.
our work: to disenfranchise.
to get larger, to expand: these are too ambitious terms, one must learn to
stay small, remain finite. a blog can not supplant the non-place of the
friendships we make up around books.
the epigraph at the top of my blog reads: "what/who exorbitates mutates into
its opposite" from a Turkish poet Cahit Zarifoğlu. and this logic is what
generates the slithering of the word. we must save books from its own ends.
Thanks for the link, good article, agree with the contents, especially like
the part 'Could, for instance, the considerable resources that might be
allocated to protecting, policing and, ultimately, sanctioning online file-
sharing not be used for rendering it less financially damaging for the
creative sector?'
I like this kind of pragmatic reasoning, and I know more people do.
By the way, checked Bedeutung, great journal, and love your
[library](http://www.bedeutung.co.uk/index.php?option=com_content&view=article&id=86&Itemid=46)
section! Will add it to the main article.
10. Pingback: [Mariborchan » Scanners, collectors and aggregators. On the 'underground movement' of (pirated) theory text sharing](http://mariborchan.com/scanners-collectors-and-aggregators-on-the-underground-movement-of-pirated-theory-text-sharing/)
This is Nick, the author of the JJPS project; thanks for the tweet! I actually
came across this blog post while doing background research for the project and
looking for discussions about AAAARG; found out about a lot of projects that I
didn't already know about. One thing that I haven't been able to articulate
very well is that I think there's an interesting relationship between, say,
Kenneth Goldsmith's own poetry and his founding of Ubu Web; a collation and
reconfiguration of the detritus of culture (forgotten works of the avant-
gardes locked up behind pay walls of their own, or daily minutiae destined to
be forgotten), which is something that I was trying to do, in a more
circumscribed space, in JJPS Radio. But the question of distribution of
digital works is something I find fascinating, as there are all sorts of
avenues that we could be investigating but we are not. The issue, as it often
is, is one of technical ability, and that's why one of the future directions
of JJPS is to make some of the techniques I used easier to use. Those who want
to can always look into the code, which is of course freely available, but
that cannot and should not be a prerequisite.
Hi Nick, thanks for your comment. I love the JJPS and it would be great if the
technology you mention would be easily re-usable. What I find fascinating is
how you use another medium (radio) to translate/re-mediate and in a way also
unlock textual material. I see you also have an Open Access and a Cut-up hour.
I am very much interested in using different media to communicate scholarly
research and even more in remixing and re-mediating textual scholarship. I
think your project(s) is a very valuable exploration of these themes while at
the same time being a (performative) critique of the current system. I am in
awe.
14. Pingback: [Text-sharing "in the paradise of too many books" – SLOTHROP](http://slothrop.com/2012/11/16/text-sharing-in-the-paradise-of-too-many-books/)
Interesting topic, but also odd in some respects. Not translating the German
quotes is very unthoughtful and maybe even arrogant. If you are interested in
open access accessibility needs to be your top priority. I can read German,
but many of my friends (and most of the world) can't. It take a little effort
to just fix this, but you can do it.