Graziano, Mars & Medak
Learning from #Syllabus
2019


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LEARNING FROM
#SYLLABUS
VALERIA GRAZIANO,
MARCELL MARS,
TOMISLAV MEDAK

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LEARNING FROM #SYLLABUS
VALERIA GRAZIANO, MARCELL MARS, TOMISLAV MEDAK
The syllabus is the manifesto of the 21st century.
—Sean Dockray and Benjamin Forster1
#Syllabus Struggles
In August 2014, Michael Brown, an 18-year-old boy living in Ferguson, Missouri,
was fatally shot by police officer Darren Wilson. Soon after, as the civil protests denouncing police brutality and institutional racism began to mount across the United
States, Dr. Marcia Chatelain, Associate Professor of History and African American
Studies at Georgetown University, launched an online call urging other academics
and teachers ‘to devote the first day of classes to a conversation about Ferguson’ and ‘to recommend texts, collaborate on conversation starters, and inspire
dialogue about some aspect of the Ferguson crisis.’2 Chatelain did so using the
hashtag #FergusonSyllabus.
Also in August 2014, using the hashtag #gamergate, groups of users on 4Chan,
8Chan, Twitter, and Reddit instigated a misogynistic harassment campaign against
game developers Zoë Quinn and Brianna Wu, media critic Anita Sarkeesian, as well as
a number of other female and feminist game producers, journalists, and critics. In the
following weeks, The New Inquiry editors and contributors compiled a reading list and
issued a call for suggestions for their ‘TNI Syllabus: Gaming and Feminism’.3
In June 2015, Donald Trump announced his candidacy for President of the United
States. In the weeks that followed, he became the presumptive Republican nominee,
and The Chronicle of Higher Education introduced the syllabus ‘Trump 101’.4 Historians N.D.B. Connolly and Keisha N. Blain found ‘Trump 101’ inadequate, ‘a mock college syllabus […] suffer[ing] from a number of egregious omissions and inaccuracies’,
failing to include ‘contributions of scholars of color and address the critical subjects
of Trump’s racism, sexism, and xenophobia’. They assembled ‘Trump Syllabus 2.0’.5
Soon after, in response to a video in which Trump engaged in ‘an extremely lewd
conversation about women’ with TV host Billy Bush, Laura Ciolkowski put together a
‘Rape Culture Syllabus’.6

1
2
3
4
5
6

Sean Dockray, Benjamin Forster, and Public Office, ‘README.md’, Hyperreadings, 15 February
2018, https://samiz-dat.github.io/hyperreadings/.
Marcia Chatelain, ‘Teaching the #FergusonSyllabus’, Dissent Magazine, 28 November 2014,
https://www.dissentmagazine.org/blog/teaching-ferguson-syllabus/.
‘TNI Syllabus: Gaming and Feminism’, The New Inquiry, 2 September 2014, https://thenewinquiry.
com/tni-syllabus-gaming-and-feminism/.
‘Trump 101’, The Chronicle of Higher Education, 19 June 2016, https://www.chronicle.com/article/
Trump-Syllabus/236824/.
N.D.B. Connolly and Keisha N. Blain, ‘Trump Syllabus 2.0’, Public Books, 28 June 2016, https://
www.publicbooks.org/trump-syllabus-2-0/.
Laura Ciolkowski, ‘Rape Culture Syllabus’, Public Books, 15 October 2016, https://www.
publicbooks.org/rape-culture-syllabus/.

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In April 2016, members of the Standing Rock Sioux tribe established the Sacred Stone
Camp and started the protest against the Dakota Access Pipeline, the construction of
which threatened the only water supply at the Standing Rock Reservation. The protest at the site of the pipeline became the largest gathering of native Americans in
the last 100 years and they earned significant international support for their ReZpect
Our Water campaign. As the struggle between protestors and the armed forces unfolded, a group of Indigenous scholars, activists, and supporters of the struggles of
First Nations people and persons of color, gathered under the name the NYC Stands
for Standing Rock Committee, put together #StandingRockSyllabus.7
The list of online syllabi created in response to political struggles has continued to
grow, and at present includes many more examples:
All Monuments Must Fall Syllabus
#Blkwomensyllabus
#BLMSyllabus
#BlackIslamSyllabus
#CharlestonSyllabus
#ColinKaepernickSyllabus
#ImmigrationSyllabus
Puerto Rico Syllabus (#PRSyllabus)
#SayHerNameSyllabus
Syllabus for White People to Educate Themselves
Syllabus: Women and Gender Non-Conforming People Writing about Tech
#WakandaSyllabus
What To Do Instead of Calling the Police: A Guide, A Syllabus, A Conversation, A
Process
#YourBaltimoreSyllabus
It would be hard to compile a comprehensive list of all the online syllabi that have
been created by social justice movements in the last five years, especially, but not
exclusively, those initiated in North America in the context of feminist and anti-racist
activism. In what is now a widely spread phenomenon, these political struggles use
social networks and resort to the hashtag template ‘#___Syllabus’ to issue calls for
the bottom-up aggregation of resources necessary for political analysis and pedagogy
centering on their concerns. For this reason, we’ll call this phenomenon ‘#Syllabus’.
During the same years that saw the spread of the #Syllabus phenomenon, university
course syllabi have also been transitioning online, often in a top-down process initiated
by academic institutions, which has seen the syllabus become a contested document
in the midst of increasing casualization of teaching labor, expansion of copyright protections, and technology-driven marketization of education.
In what follows, we retrace the development of the online syllabus in both of these
contexts, to investigate the politics enmeshed in this new media object. Our argument

7

‘#StandingRockSyllabus’, NYC Stands with Standing Rock, 11 October 2016, https://
nycstandswithstandingrock.wordpress.com/standingrocksyllabus/.

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is that, on the one hand, #Syllabus names the problem of contemporary political culture as pedagogical in nature, while, on the other hand, it also exposes academicized
critical pedagogy and intellectuality as insufficiently political in their relation to lived
social reality. Situating our own stakes as both activists and academics in the present
debate, we explore some ways in which the radical politics of #Syllabus could be supported to grow and develop as an articulation of solidarity between amateur librarians
and radical educators.
#Syllabus in Historical Context: Social Movements and Self-Education
When Professor Chatelain launched her call for #FergusonSyllabus, she was mainly
addressing a community of fellow educators:
I knew Ferguson would be a challenge for teachers: When schools opened across
the country, how were they going to talk about what happened? My idea was simple, but has resonated across the country: Reach out to the educators who use
Twitter. Ask them to commit to talking about Ferguson on the first day of classes.
Suggest a book, an article, a film, a song, a piece of artwork, or an assignment that
speaks to some aspect of Ferguson. Use the hashtag: #FergusonSyllabus.8
Her call had a much greater resonance than she had originally anticipated as it reached
beyond the limits of the academic community. #FergusonSyllabus had both a significant impact in shaping the analysis and the response to the shooting of Michael
Brown, and in inspiring the many other #Syllabus calls that soon followed.
The #Syllabus phenomenon comprises different approaches and modes of operating. In some cases, the material is clearly claimed as the creation of a single individual, as in the case of #BlackLivesMatterSyllabus, which is prefaced on the project’s
landing page by a warning to readers that ‘material compiled in this syllabus should
not be duplicated without proper citation and attribution.’9 A very different position on
intellectual property has been embraced by other #Syllabus interventions that have
chosen a more commoning stance. #StandingRockSyllabus, for instance, is introduced as a crowd-sourced process and as a useful ‘tool to access research usually
kept behind paywalls.’10
The different workflows, modes of engagements, and positioning in relation to
intellectual property make #Syllabus readable as symptomatic of the multiplicity
that composes social justice movements. There is something old school—quite
literally—about the idea of calling a list of online resources a ‘syllabus’; a certain
quaintness, evoking thoughts of teachers and homework. This is worthy of investigation especially if contrasted with the attention dedicated to other online cultural
phenomena such as memes or fake news. Could it be that the online syllabus offers

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Marcia Chatelain, ‘How to Teach Kids About What’s Happening in Ferguson’, The Atlantic, 25
August 2014, https://www.theatlantic.com/education/archive/2014/08/how-to-teach-kids-aboutwhats-happening-in-ferguson/379049/.
Frank Leon Roberts, ‘Black Lives Matter: Race, Resistance, and Populist Protest’, 2016, http://
www.blacklivesmattersyllabus.com/fall2016/.
‘#StandingRockSyllabus’, NYC Stands with Standing Rock, 11 October 2016, https://
nycstandswithstandingrock.wordpress.com/standingrocksyllabus/.

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a useful, fresh format precisely for the characteristics that foreground its connections to older pedagogical traditions and techniques, predating digital cultures?
#Syllabus can indeed be analyzed as falling within a long lineage of pedagogical tools
created by social movements to support processes of political subjectivation and the
building of collective consciousness. Activists and militant organizers have time and
again created and used various textual media objects—such as handouts, pamphlets,
cookbooks, readers, or manifestos—to facilitate a shared political analysis and foment
mass political mobilization.
In the context of the US, anti-racist movements have historically placed great emphasis on critical pedagogy and self-education. In 1964, the Council of Federated Organizations (an alliance of civil rights initiatives) and the Student Nonviolent
Coordinating Committee (SNCC), created a network of 41 temporary alternative
schools in Mississippi. Recently, the Freedom Library Project, a campaign born out
of #FergusonSyllabus to finance under-resourced pedagogical initiatives, openly
referenced this as a source of inspiration. The Freedom Summer Project of 1964
brought hundreds of activists, students, and scholars (many of whom were white)
from the north of the country to teach topics and issues that the discriminatory
state schools would not offer to black students. In the words of an SNCC report,
Freedom Schools were established following the belief that ‘education—facts to
use and freedom to use them—is the basis of democracy’,11 a conviction echoed
by the ethos of contemporary #Syllabus initiatives.
Bob Moses, a civil rights movement leader who was the head of the literary skills initiative in Mississippi, recalls the movement’s interest, at the time, in teaching methods
that used the very production of teaching materials as a pedagogical tool:
I had gotten hold of a text and was using it with some adults […] and noticed that
they couldn’t handle it because the pictures weren’t suited to what they knew […]
That got me into thinking about developing something closer to what people were
doing. What I was interested in was the idea of training SNCC workers to develop
material with the people we were working with.12
It is significant that for him the actual use of the materials the group created was much
less important than the process of producing the teaching materials together. This focus
on what could be named as a ‘pedagogy of teaching’, or perhaps more accurately ‘the
pedagogy of preparing teaching materials’, is also a relevant mechanism at play in the
current #Syllabus initiatives, as their crowdsourcing encourages different kinds of people
to contribute what they feel might be relevant resources for the broader movement.
Alongside the crucial import of radical black organizing, another relevant genealogy in
which to place #Syllabus would be the international feminist movement and, in particular, the strategies developed in the 70s campaign Wages for Housework, spearheaded

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12

Daniel Perlstein, ‘Teaching Freedom: SNCC and the Creation of the Mississippi Freedom Schools’,
History of Education Quarterly 30.3 (Autumn 1990): 302.
Perlstein, ‘Teaching Freedom’: 306.

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by Selma James and Silvia Federici. The Wages for Housework campaign drove home
the point that unwaged reproductive labor provides a foundation for capitalist exploitation. They wanted to encourage women to denaturalize and question the accepted
division of labor into remunerated work outside the house and labor of love within
the confines of domesticity, discussing taboo topics such as ‘prostitution as socialized housework’ and ‘forced sterilization’ as issues impacting poor, often racialized,
women. The organizing efforts of Wages for Housework held political pedagogy at their
core. They understood that that pedagogy required:
having literature and other materials available to explain our goals, all written in a
language that women can understand. We also need different types of documents,
some more theoretical, others circulating information about struggles. It is important
that we have documents for women who have never had any political experience.
This is why our priority is to write a popular pamphlet that we can distribute massively and for free—because women have no money.13
The obstacles faced by the Wages for Housework campaign were many, beginning
with the issue of how to reach a dispersed constituency of isolated housewives
and how to keep the revolutionary message at the core of their claims accessible
to different groups. In order to tackle these challenges, the organizers developed
a number of innovative communication tactics and pedagogical tools, including
strategies to gain mainstream media coverage, pamphlets and leaflets translated
into different languages,14 a storefront shop in Brooklyn, and promotional tables at
local events.
Freedom Schools and the Wages for Housework campaign are only two amongst
the many examples of the critical pedagogies developed within social movements.
The #Syllabus phenomenon clearly stands in the lineage of this history, yet we should
also highlight its specificity in relation to the contemporary political context in which it
emerged. The #Syllabus acknowledges that since the 70s—and also due to students’
participation in protests and their display of solidarity with other political movements—
subjects such as Marxist critical theory, women studies, gender studies, and African
American studies, together with some of the principles first developed in critical pedagogy, have become integrated into the educational system. The fact that many initiators of #Syllabus initiatives are women and Black academics speaks to this historical
shift as an achievement of that period of struggles. However, the very necessity felt by
these educators to kick-start their #Syllabus campaigns outside the confines of academia simultaneously reveals the difficulties they encounter within the current privatized and exclusionary educational complex.

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Silvia Federici and Arlen Austin (eds) The New York Wages for Housework Committee 1972-1977:
History, Theory and Documents. New York: Autonomedia, 2017: 37.
Some of the flyers and pamphlets were digitized by MayDay Rooms, ‘a safe haven for historical
material linked to social movements, experimental culture and the radical expression of
marginalised figures and groups’ in London, and can be found in their online archive: ‘Wages
for Housework: Pamphlets – Flyers – Photographs’, MayDay Rooms, http://maydayrooms.org/
archives/wages-for-housework/wfhw-pamphlets-flyers-photographs/.

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#Syllabus as a Media Object
Besides its contextualization within the historical legacy of previous grassroots mobilizations, it is also necessary to discuss #Syllabus as a new media object in its own
right, in order to fully grasp its relevance for the future politics of knowledge production and transmission.
If we were to describe this object, a #Syllabus would be an ordered list of links to
scholarly texts, news reports, and audiovisual media, mostly aggregated through a
participatory and iterative process, and created in response to political events indicative of larger conditions of structural oppression. Still, as we have seen, #Syllabus
as a media object doesn’t follow a strict format. It varies based on the initial vision
of their initiators, political causes, and social composition of the relevant struggle.
Nor does it follow the format of traditional academic syllabi. While a list of learning
resources is at the heart of any syllabus, a boilerplate university syllabus typically
also includes objectives, a timetable, attendance, coursework, examination, and an
outline of the grading system used for the given course. Relieved of these institutional
requirements, the #Syllabus typically includes only a reading list and a hashtag. The
reading list provides resources for understanding what is relevant to the here and
now, while the hashtag provides a way to disseminate across social networks the call
to both collectively edit and teach what is relevant to the here and now. Both the list
and the hashtag are specificities and formal features of the contemporary (internet)
culture and therefore merit further exploration in relation to the social dynamics at
play in #Syllabus initiatives.
The different phases of the internet’s development approached the problem of the
discoverability of relevant information in different ways. In the early days, the Gopher
protocol organized information into a hierarchical file tree. With the rise of World Wide
Web (WWW), Yahoo tried to employ experts to classify and catalog the internet into
a directory of links. That seemed to be a successful approach for a while, but then
Google (founded in 1998) came along and started to use a webgraph of links to rank
the importance of web pages relative to a given search query.
In 2005, Clay Shirky wrote the essay ‘Ontology is Overrated: Categories, Links and
Tags’,15 developed from his earlier talk ‘Folksonomies and Tags: The Rise of User-Developed Classification’. Shirky used Yahoo’s attempt to categorize the WWW to argue
against any attempt to classify a vast heterogenous body of information into a single
hierarchical categorical system. In his words: ‘[Yahoo] missed [...] that, if you’ve got
enough links, you don’t need the hierarchy anymore. There is no shelf. There is no file
system. The links alone are enough.’ Those words resonated with many. By following
simple formatting rules, we, the internet users, whom Time magazine named Person of
the Year in 2006, proved that it is possible to collectively write the largest encyclopedia
ever. But, even beyond that, and as per Shirky’s argument, if enough of us organized
our own snippets of the vast body of the internet, we could replace old canons, hierarchies, and ontologies with folksonomies, social bookmarks, and (hash)tags.

15

Clay Shirky, ‘Ontology Is Overrated: Categories, Links, and Tags’, 2005, http://shirky.com/writings/
herecomeseverybody/ontology_overrated.html.

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Very few who lived through those times would have thought that only a few years later
most user-driven services would be acquired by a small number of successful companies and then be shut down. Or, that Google would decide not to include the biggest
hashtag-driven platform, Twitter, into its search index and that the search results on
its first page would only come from a handful of usual suspects: media conglomerates, Wikipedia, Facebook, LinkedIn, Amazon, Reddit, Quora. Or, that Twitter would
become the main channel for the racist, misogynist, fascist escapades of the President
of United States.
This internet folk naivety—stoked by an equally enthusiastic, venture-capital-backed
startup culture—was not just naivety. This was also a period of massive experimental
use of these emerging platforms. Therefore, this history would merit to be properly
revisited and researched. In this text, however, we can only hint to this history: to contextualize how the hashtag as a formalization initially emerged, and how with time the
user-driven web lost some of its potential. Nonetheless, hashtags today still succeed in
propagating political mobilizations in the network environment. Some will say that this
propagation is nothing but a reflection of the internet as a propaganda machine, and
there’s no denying that hashtags do serve a propaganda function. However, it equally
matters that hashtags retain the capacity to shape coordination and self-organization,
and they are therefore a reflection of the internet as an organization machine.
As mentioned, #Syllabus as a media object is an ordered list of links to resources.
In the long history of knowledge retrieval systems and attempts to help users find
relevant information from big archives, the list on the internet continues in the tradition of the index card catalog in libraries, of charts in the music industry, or mixtapes
and playlists in popular culture, helping people tell their stories of what is relevant and
what isn’t through an ordered sequence of items. The list (as a format) together with
the hashtag find themselves in the list (pun intended) of the most iconic media objects
of the internet. In the network media environment, being smart in creating new lists
became the way to displace old lists of relevance, the way to dismantle canons, the
way to unlearn. The way to become relevant.
The Academic Syllabus Migrates Online
#Syllabus interventions are a challenge issued by political struggles to educators as
they expose a fundamental contradiction in the operations of academia. While critical pedagogies of yesteryear’s social movements have become integrated into the
education system, the radical lessons that these pedagogies teach students don’t
easily reconcile with their experience: professional practice courses, the rethoric of
employability and compulsory internships, where what they learn is merely instrumental, leaves them wondering how on earth they are to apply their Marxism or feminism
to their everyday lives?
Cognitive dissonance is at the basis of degrees in the liberal arts. And to make things
worse, the marketization of higher education, the growing fees and the privatization
of research has placed universities in a position where they increasingly struggle to
provide institutional space for critical interventions in social reality. As universities become more dependent on the ‘customer satisfaction’ of their students for survival, they
steer away from heated political topics or from supporting faculty members who might
decide to engage with them. Borrowing the words of Stefano Harney and Fred Moten,

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‘policy posits curriculum against study’,16 creating the paradoxical situation wherein
today’s universities are places in which it is possible to do almost everything except
study. What Harney and Moten propose instead is the re-appropriation of the diffuse
capacity of knowledge generation that stems from the collective processes of selforganization and commoning. As Moten puts it: ‘When I think about the way we use the
term ‘study,’ I think we are committed to the idea that study is what you do with other
people.’17 And it is this practice of sharing a common repertoire—what Moten and
Harney call ‘rehearsal’18—that is crucially constitutive of a crowdsourced #Syllabus.
This contradiction and the tensions it brings to contemporary neoliberal academia can
be symptomatically observed in the recent evolution of the traditional academic syllabus. As a double consequence of (some) critical pedagogies becoming incorporated
into the teaching process and universities striving to reduce their liability risks, academic syllabi have become increasingly complex and extensive documents. They are
now understood as both a ‘social contract’ between the teachers and their students,
and ‘terms of service’19 between the institution providing educational services and the
students increasingly framed as sovereign consumers making choices in the market of
educational services. The growing official import of the syllabus has had the effect that
educators have started to reflect on how the syllabus translates the power dynamics
into their classroom. For instance, the critical pedagogue Adam Heidebrink-Bruno has
demanded that the syllabus be re-conceived as a manifesto20—a document making
these concerns explicit. And indeed, many academics have started to experiment with
the form and purpose of the syllabus, opening it up to a process of co-conceptualization with their students, or proposing ‘the other syllabus’21 to disrupt asymmetries.
At the same time, universities are unsurprisingly moving their syllabi online. A migration
that can be read as indicative of three larger structural shifts in academia.
First, the push to make syllabi available online, initiated in the US, reinforces the differential effects of reputation economy. It is the Ivy League universities and their professorial star system that can harness the syllabus to advertise the originality of their
scholarship, while the underfunded public universities and junior academics are burdened with teaching the required essentials. This practice is tied up with the replication
in academia of the different valorization between what is considered to be the labor of
production (research) and that of social reproduction (teaching). The low esteem (and
corresponding lower rewards and remuneration) for the kinds of intellectual labors that
can be considered labors of care—editing journals, reviewing papers or marking, for
instance—fits perfectly well with the gendered legacies of the academic institution.

Stefano Harney and Fred Moten, The Undercommons: Fugitive Planning & Black Study, New York:
Autonomedia, 2013, p. 81.
17 Harney and Moten, The Undercommons, p. 110.
18 Harney and Moten, The Undercommons, p. 110.
19 Angela Jenks, ‘It’s In The Syllabus’, Teaching Tools, Cultural Anthropology website, 30 June 2016,
https://culanth.org/fieldsights/910-it-s-in-the-syllabu/.
20 Adam Heidebrink-Bruno, ‘Syllabus as Manifesto: A Critical Approach to Classroom Culture’,
Hybrid Pedagogy, 28 August 2014, http://hybridpedagogy.org/syllabus-manifesto-criticalapproach-classroom-culture/.
21 Lucy E. Bailey, ‘The “Other” Syllabus: Rendering Teaching Politics Visible in the Graduate
Pedagogy Seminar’, Feminist Teacher 20.2 (2010): 139–56.
16

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Second, with the withdrawal of resources to pay precarious and casualized academics during their ‘prep’ time (that is, the time in which they can develop new
course material, including assembling new lists of references, updating their courses as well as the methodologies through which they might deliver these), syllabi
now assume an ambivalent role between the tendencies for collectivization and
individualization of insecurity. The reading lists contained in syllabi are not covered
by copyrights; they are like playlists or recipes, which historically had the effect of
encouraging educators to exchange lesson plans and make their course outlines
freely available as a valuable knowledge common. Yet, in the current climate where
universities compete against each other, the authorial function is being extended
to these materials too. Recently, US universities have been leading a trend towards
the interpretation of the syllabus as copyrightable material, an interpretation that
opened up, as would be expected, a number of debates over who is a syllabus’
rightful owner, whether the academics themselves or their employers. If the latter interpretation were to prevail, this would enable universities to easily replace
academics while retaining their contributions to the pedagogical offer. The fruits of
a teacher’s labor could thus be turned into instruments of their own deskilling and
casualization: why would universities pay someone to write a course when they can
recycle someone else’s syllabus and get a PhD student or a precarious post doc to
teach the same class at a fraction of the price?
This tendency to introduce a logic of property therefore spurs competitive individualism and erasure of contributions from others. Thus, crowdsourcing the syllabus
in the context of growing precarization of labor risks remaining a partial process,
as it might heighten the anxieties of those educators who do not enjoy the security
of a stable job and who are therefore the most susceptible to the false promises of
copyright enforcement and authorship understood as a competitive, small entrepreneurial activity. However, when inserted in the context of live, broader political
struggles, the opening up of the syllabus could and should be an encouragement
to go in the opposite direction, providing a ground to legitimize the collective nature
of the educational process and to make all academic resources available without
copyright restrictions, while devising ways to secure the proper attribution and the
just remuneration of everyone’s labor.
The introduction of the logic of property is hard to challenge as it is furthered by commercial academic publishers. Oligopolists, such as Elsevier, are not only notorious for
using copyright protections to extract usurious profits from the mostly free labor of
those who write, peer review, and edit academic journals,22 but they are now developing all sorts of metadata, metrics, and workflow systems that are increasingly becoming central for teaching and research. In addition to their publishing business, Elsevier
has expanded its ‘research intelligence’ offering, which now encompasses a whole
range of digital services, including the Scopus citation database; Mendeley reference
manager; the research performance analytics tools SciVal and Research Metrics; the
centralized research management system Pure; the institutional repository and pub-

22 Vincent Larivière, Stefanie Haustein, and Philippe Mongeon, ‘The Oligopoly of Academic
Publishers in the Digital Era’, PLoS ONE 10.6 (10 June 2015),https://journals.plos.org/plosone/
article?id=10.1371/journal.pone.0127502/.

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lishing platform Bepress; and, last but not least, grant discovery and funding flow tools
Funding Institutional and Elsevier Funding Solutions. Given how central digital services
are becoming in today’s universities, whoever owns these platforms is the university.
Third, the migration online of the academic syllabus falls into larger efforts by universities to ‘disrupt’ the educational system through digital technologies. The introduction
of virtual learning environments has led to lesson plans, slides, notes, and syllabi becoming items to be deposited with the institution. The doors of public higher education are being opened to commercial qualification providers by means of the rise in
metrics-based management, digital platforming of university services, and transformation of students into consumers empowered to make ‘real-time’ decisions on how to
spend their student debt.23 Such neoliberalization masquerading behind digitization
is nowhere more evident than in the hype that was generated around Massive Open
Online Courses (MOOCs), exactly at the height of the last economic crisis.
MOOCs developed gradually from the Massachusetts Institute of Techology’s (MIT) initial experiments with opening up its teaching materials to the public through the OpenCourseWare project in 2001. By 2011, MOOCs were saluted as a full-on democratization of access to ‘Ivy-League-caliber education [for] the world’s poor.’24 And yet, their
promise quickly deflated following extremely low completion rates (as low as 5%).25
Believing that in fifty years there will be no more than 10 institutions globally delivering
higher education,26 by the end of 2013 Sebastian Thrun (Google’s celebrated roboticist
who in 2012 founded the for-profit MOOC platform Udacity), had to admit that Udacity
offered a ‘lousy product’ that proved to be a total failure with ‘students from difficult
neighborhoods, without good access to computers, and with all kinds of challenges in
their lives.’27 Critic Aaron Bady has thus rightfully argued that:
[MOOCs] demonstrate what the technology is not good at: accreditation and mass
education. The MOOC rewards self-directed learners who have the resources and
privilege that allow them to pursue learning for its own sake [...] MOOCs are also a
really poor way to make educational resources available to underserved and underprivileged communities, which has been the historical mission of public education.28
Indeed, the ‘historical mission of public education’ was always and remains to this
day highly contested terrain—the very idea of a public good being under attack by
dominant managerial techniques that try to redefine it, driving what Randy Martin

23 Ben Williamson, ‘Number Crunching: Transforming Higher Education into “Performance Data”’,
Medium, 16 August 2018, https://medium.com/ussbriefs/number-crunching-transforming-highereducation-into-performance-data-9c23debc4cf7.
24 Max Chafkin, ‘Udacity’s Sebastian Thrun, Godfather Of Free Online Education, Changes Course’,
FastCompany, 14 November 2013, https://www.fastcompany.com/3021473/udacity-sebastianthrun-uphill-climb/.
25 ‘The Rise (and Fall?) Of the MOOC’, Oxbridge Essays, 14 November 2017, https://www.
oxbridgeessays.com/blog/rise-fall-mooc/.
26 Steven Leckart, ‘The Stanford Education Experiment Could Change Higher Learning Forever’,
Wired, 20 March 2012, https://www.wired.com/2012/03/ff_aiclass/.
27 Chafkin, ‘Udacity’s Sebastian Thrun’.
28 Aaron Bady, ‘The MOOC Moment and the End of Reform’, Liberal Education 99.4 (Fall 2013),
https://www.aacu.org/publications-research/periodicals/mooc-moment-and-end-reform.

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/.


Mattern
Library as Infrastructure
2014


# Library as Infrastructure

Reading room, social service center, innovation lab. How far can we stretch
the public library?

Shannon Mattern

June 2014

__Add to List

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[![](https://placesjournal.org/wp-content/uploads/2014/06/mattern-library-
infrastructure-1x.jpg)](https://placesjournal.org/wp-content/uploads/2014/06
/mattern-library-infrastructure-1x.jpg)Left: Rijksmuseum Library, Amsterdam.
[Photo by[Ton Nolles](https://www.flickr.com/photos/tonnolles/9428619486/)]
Right: Google data center in Council Bluffs, Iowa. [Photo by Google/Connie
Zhou]

Melvil Dewey was a one-man Silicon Valley born a century before Steve Jobs. He
was the quintessential Industrial Age entrepreneur, but unlike the Carnegies
and Rockefellers, with their industries of heavy materiality and heavy labor,
Dewey sold ideas. His ambition revealed itself early: in 1876, shortly after
graduating from Amherst College, he copyrighted his library classification
scheme. That same year, he helped found the American Library Association,
served as founding editor of _Library_ _Journal_ , and launched the American
Metric Bureau, which campaigned for adoption of the metric system. He was 24
years old. He had already established the Library Bureau, a company that sold
(and helped standardize) library supplies, furniture, media display and
storage devices, and equipment for managing the circulation of collection
materials. Its catalog (which would later include another Dewey invention,
[the hanging vertical
file](http://books.google.com/books?id=_YuWb0uptwAC&pg=PA112&dq=vertical+file+%22library+bureau%22+date:1900-1900&lr=&as_brr=0#v=onepage&q=vertical%20file%20%22library%20bureau%22%20date%3A1900-1900&f=false))
represented the library as a “machine” of uplift and enlightenment that
enabled proto-Taylorist approaches to public education and the provision of
social services. As chief librarian at Columbia College, Dewey established the
first library school — called, notably, the School of Library _Economy_ —
whose first class was 85% female; then he brought the school to Albany, where
he directed the New York State Library. In his spare time, he founded the Lake
Placid Club and helped win the bid for the 1932 Winter Olympics.

Dewey was thus simultaneously in the furniture business, the office-supply
business, the consulting business, the publishing business, the education
business, the human resources business, and what we might today call the
“knowledge solutions” business. Not only did he recognize the potential for
monetizing and cross-promoting his work across these fields; he also saw that
each field would be the better for it. His career (which was not without its
[significant
controversies](http://query.nytimes.com/gst/abstract.html?res=9A06E0D7163DE733A25755C1A9649C946497D6CF))
embodied a belief that classification systems and labeling standards and
furniture designs and people work best when they work towards the same end —
in other words, that intellectual and material systems and labor practices are
mutually constructed and mutually reinforcing.

Today’s libraries, Apple-era versions of the Dewey/Carnegie institution,
continue to materialize, at multiple scales, their underlying bureaucratic and
epistemic structures — from the design of their web interfaces to the
architecture of their buildings to the networking of their technical
infrastructures. This has been true of knowledge institutions throughout
history, and it will be true of our future institutions, too. I propose that
thinking about the library as a network of integrated, mutually reinforcing,
evolving _infrastructures_ — in particular, architectural, technological,
social, epistemological and ethical infrastructures — can help us better
identify what roles we want our libraries to serve, and what we can reasonably
expect of them. What ideas, values and social responsibilities can we scaffold
within the library’s material systems — its walls and wires, shelves and
servers?

[![Dictionary stands from the Library Bureau’s 1890
catalog.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Dictionary
stands from the Library Bureau’s 1890 catalog.](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-
2x.jpg)](https://placesjournal.org/wp-content/uploads/2014/06/mattern-library-
infrastructure-2x.jpg) Dictionary stands from the [Library Bureau’s 1890
catalog](http://books.google.com/books?id=rwdwAAAAIAAJ&dq=library+bureau+catalog+1890&source=gbs_navlinks_s).

## Library as Platform

For millennia libraries have acquired resources, organized them, preserved
them and made them accessible (or not) to patrons. But the [forms of those
resources](http://www.spl.org/prebuilt/cen_conceptbook/page16.htm) have
changed — from scrolls and codices; to LPs and LaserDiscs; to e-books,
electronic databases and open data sets. Libraries have had at least to
comprehend, if not become a key node within, evolving systems of media
production and distribution. Consider the medieval scriptoria where
manuscripts were produced; the evolution of the publishing industry and book
trade after Gutenberg; the rise of information technology and its webs of
wires, protocols and regulations. 1 At every stage, the contexts — spatial,
political, economic, cultural — in which libraries function have shifted; so
they are continuously [reinventing
themselves](http://www.spl.org/prebuilt/cen_conceptbook/page18.htm) and the
means by which they provide those vital information services.

Libraries have also assumed a host of ever-changing social and symbolic
functions. They have been expected to symbolize the eminence of a ruler or
state, to integrally link “knowledge” and “power” — and, more recently, to
serve as “community centers,” “public squares” or “think tanks.” Even those
seemingly modern metaphors have deep histories. The ancient Library of
Alexandria was a prototypical think tank, 2 and the early Carnegie buildings
of the 1880s were community centers with swimming pools and public baths,
bowling alleys, billiard rooms, even rifle ranges, as well as book stacks. 3
As the Carnegie funding program expanded internationally — to more than 2,500
libraries worldwide — secretary James Bertram standardized the design in his
1911 pamphlet “Notes on the Erection of Library Buildings,” which offered
grantees a choice of six models, believed to be the work of architect Edward
Tilton. Notably, they all included a lecture room.

In short, the library has always been a place where informational and social
infrastructures intersect within a physical infrastructure that (ideally)
supports that program.

Now we are seeing the rise of a new metaphor: the library as “platform” — a
buzzy word that refers to a base upon which developers create new
applications, technologies and processes. In an [influential 2012 article in
_Library Journal_](http://lj.libraryjournal.com/2012/09/future-of-libraries
/by-david-weinberger/), David Weinberger proposed that we think of libraries
as “open platforms” — not only for the creation of software, but also for the
development of knowledge and community. 4 Weinberger argued that libraries
should open up their entire collections, all their metadata, and any
technologies they’ve created, and allow anyone to build new products and
services on top of that foundation. The platform model, he wrote, “focuses our
attention away from the provisioning of resources to the foment” — the “messy,
rich networks of people and ideas” — that “those resources engender.” Thus the
ancient Library of Alexandria, part of a larger museum with botanical gardens,
laboratories, living quarters and dining halls, was a _platform_ not only for
the translation and copying of myriad texts and the compilation of a
magnificent collection, but also for the launch of works by Euclid,
Archimedes, Eratosthenes and their peers.

[![Domnique Perrault, La bibliothèque nationale de France, literally elevated
on a platform. \[Photo by Jean-Pierre
Dalbera\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Domnique
Perrault, La bibliothèque nationale de France, literally elevated on a
platform. \[Photo by Jean-Pierre Dalbera\]](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-3x-
1020x679.jpg)](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-3x.jpg) Domnique Perrault, La bibliothèque nationale de
France, literally elevated on a platform. [Photo by [Jean-Pierre
Dalbera](https://www.flickr.com/photos/dalbera/4944528385/)]

Yet the platform metaphor has limitations. For one thing, it smacks of Silicon
Valley entrepreneurial epistemology, which prioritizes “monetizable”
“knowledge solutions.” Further, its association with new media tends to
bracket out the similarly generative capacities of low-tech, and even _non_
-technical, library resources. One key misperception of those who proclaim the
library’s obsolescence is that its function as a knowledge institution can be
reduced to its technical services and information offerings. Knowledge is
never solely a product of technology and the information it delivers.

Another problem with the platform model is the image it evokes: a flat, two-
dimensional stage on which resources are laid out for users to _do stuff
with_. The platform doesn’t have any implied depth, so we’re not inclined to
look underneath or behind it, or to question its structure. Weinberger
encourages us to “think of the library not as a portal we go through on
occasion but as infrastructure that is as ubiquitous and persistent as the
streets and sidewalks of a town.” It’s like a “canopy,” he says — or like a
“cloud.” But these metaphors are more poetic than critical; they obfuscate all
the wires, pulleys, lights and scaffolding that you inevitably find underneath
and above that stage — and the casting, staging and direction that determine
what happens _on_ the stage, and that allow it to function _as_ a stage.
Libraries are infrastructures not only because they are ubiquitous and
persistent, but also, and primarily, because they are made of interconnected
networks that undergird all that foment, that create what Pierre Bourdieu
would call “[structuring
structures](http://books.google.com/books?id=WvhSEMrNWHAC&lpg=PA72&ots=puRmifuGmb&dq=bourdieu%20%22structuring%20structures%22&pg=PA72#v=onepage)”
that support Weinberger’s “messy, rich networks of people and ideas.”

It can be instructive for our libraries’ publics — and critical for our
libraries’ leaders — to assess those structuring structures. In this age of
e-books, smartphones, firewalls, proprietary media platforms and digital
rights management; of atrophying mega-bookstores and resurgent independent
bookshops and a metastasizing Amazon; of Google Books and Google Search and
Google Glass; of economic disparity and the continuing privatization of public
space and services — which is simultaneously an age of democratized media
production and vibrant DIY and activist cultures — libraries play a critical
role as mediators, at the hub of all the hubbub. Thus we need to understand
how our libraries function _as_ , and as _part of_ , infrastructural ecologies
— as sites where spatial, technological, intellectual and social
infrastructures shape and inform one another. And we must consider how those
infrastructures can embody the epistemological, political, economic and
cultural values that we _want_ to define our communities. 5

[![Hammond, Beeby and Babka, Harold Washington Library Center, Chicago Public
Library. \[Photo by Robert Dawson, from Public Library: An American
Commons\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Hammond,
Beeby and Babka, Harold Washington Library Center, Chicago Public Library.
\[Photo by Robert Dawson, from Public Library: An American
Commons\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-4x.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-4x.jpg) Hammond, Beeby
and Babka, Harold Washington Library Center, Chicago Public Library. [Photo by
Robert Dawson, from _[Public Library: An American
Commons](https://placesjournal.org/article/public-library-an-american-
commons/)_ ]

## Library as Social Infrastructure

Public libraries are often seen as “opportunity institutions,” opening doors
to, and for, the disenfranchised. 6 People turn to libraries to access the
internet, take a GED class, get help with a resumé or job search, and seek
referrals to other community resources. A [recent
report](http://nycfuture.org/research/publications/branches-of-opportunity) by
the Center for an Urban Future highlighted the benefits to immigrants,
seniors, individuals searching for work, public school students and aspiring
entrepreneurs: “No other institution, public or private, does a better job of
reaching people who have been left behind in today’s economy, have failed to
reach their potential in the city’s public school system or who simply need
help navigating an increasingly complex world.” 7

The new Department of Outreach Services at the Brooklyn Public Library, for
instance, partners with other organizations to bring library resources to
seniors, school children and prison populations. The Queens Public Library
employs case managers who help patrons identify public benefits for which
they’re eligible. “These are all things that someone could dub as social
services,” said Queens Library president Thomas Galante, “but they’re not. … A
public library today has information to improve people’s lives. We are an
enabler; we are a connector.” 8

Partly because of their skill in reaching populations that others miss,
libraries have recently reported record circulation and visitation, despite
severe budget cuts, decreased hours and the [threatened closure or
sale](http://www.nydailynews.com/new-york/civic-group-city-bail-cash-strapped-
brooklyn-public-library-system-mired-300-million-repair-article-1.1748855) of
“underperforming” branches. 9 Meanwhile the Pew Research Center has released a
[series of studies](http://libraries.pewinternet.org/) about the materials and
services Americans want their libraries to provide. [Among the
findings](http://libraries.pewinternet.org/2013/12/11/libraries-in-
communities/): 90 percent of respondents say the closure of their local public
library would have an impact on their community, and 63 percent describe that
impact as “major.”

[![Toyo Ito, Sendai Mediatheque. \[Photo by Forgemind
Archimedia\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Toyo
Ito, Sendai Mediatheque. \[Photo by Forgemind
Archimedia\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-5x-1020x757.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-5x.jpg)Toyo Ito, Sendai
Mediatheque. [Photo by [Forgemind
Archimedia](https://www.flickr.com/photos/eager/11996856324/)]

Libraries also bring communities together in times of calamity or disaster.
Toyo Ito, architect of the acclaimed [Sendai
Mediatheque](http://en.wikipedia.org/wiki/Sendai_Mediatheque), recalled that
after the 2011 earthquake in Japan, local officials reopened the library
quickly even though it had sustained minor damage, “because it functions as a
kind of cultural refuge in the city.” He continued, “Most people who use the
building are not going there just to read a book or watch a film; many of them
probably do not have any definite purpose at all. They go just to be part of
the community in the building.” 10

We need to attend more closely to such “social infrastructures,” the
“facilities and conditions that allow connection between people,” says
sociologist Eric Klinenberg. In [a recent
interview](http://urbanomnibus.net/2013/10/toward-a-stronger-social-
infrastructure-a-conversation-with-eric-klinenberg/), he argued that urban
resilience can be measured not only by the condition of transit systems and
basic utilities and communication networks, but also by the condition of
parks, libraries and community organizations: “open, accessible, and welcoming
public places where residents can congregate and provide social support during
times of need but also every day.” 11 In his book _Heat Wave_ , Klinenberg
noted that a vital public culture in Chicago neighborhoods drew people out of
sweltering apartments during the 1995 heat wave, and into cooler public
spaces, thus saving lives.

The need for physical spaces that promote a vibrant social infrastructure
presents many design opportunities, and some libraries are devising innovative
solutions. Brooklyn and other cultural institutions have
[partnered](http://www.informationforfamilies.org/Theres_No_Place_Like_Home/Jobs_68.html)
with the [Uni](http://www.theuniproject.org/find-the-uni/), a modular,
portable library that [I wrote about earlier in this
journal](https://placesjournal.org/article/marginalia-little-libraries-in-the-
urban-margins/). And modular solutions — kits of parts — are under
consideration in a design study sponsored by the Center for an Urban Future
and the Architectural League of New York, which aims to [reimagine New York
City’s library branches](http://urbanomnibus.net/2014/06/request-for-
qualifications-re-envisioning-branch-libraries/) so that they can more
efficiently and effectively serve their communities. CUF also plans to
publish, at the end of June, an audit of, and a proposal for, New York’s three
library systems. 12 _New York Times_ architecture critic Michael Kimmelman,
reflecting on the roles played by New York libraries [during recent
hurricanes](http://www.npr.org/2013/08/12/210541233/for-disasters-pack-a
-first-aid-kit-bottled-water-and-a-library-card), goes so far as to
[suggest](http://www.nytimes.com/2013/10/03/arts/design/next-time-libraries-
could-be-our-shelters-from-the-storm.html) that the city’s branch libraries,
which have “become our de facto community centers,” “could be designed in the
future with electrical systems out of harm’s way and set up with backup
generators and solar panels, even kitchens and wireless mesh networks.” 13

[![Bobst Library, New York University, after Hurricane Sandy. \[Photos by
bettyx1138\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Bobst
Library, New York University, after Hurricane Sandy. \[Photos by
bettyx1138\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-6x-1020x551.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-6x.jpg) Bobst Library,
New York University, after Hurricane Sandy. [Photos by
[bettyx1138](https://www.flickr.com/photos/bettyx1138/8151244029/)]

But is it too much to expect our libraries to serve as soup kitchens and
recovery centers when they have so many other responsibilities? The library’s
broad mandate means that it often picks up the slack when other institutions
fall short. “It never ceases to amaze me just what libraries are looked upon
to provide,” says Ruth Faklis, director of the Prairie Trail Public Library
District in suburban Chicago:

> This includes, but is not limited to, [serving as] keepers of the homeless …
while simultaneously offering latch-key children a safe and activity-filled
haven. We have been asked to be voter-registration sites, warming stations,
notaries, technology-terrorism watchdogs, senior social-gathering centers,
election sites, substitute sitters during teacher strikes, and the latest —
postmasters. These requests of society are ever evolving. Funding is not
generally attached to these magnanimous suggestions, and when it is, it does
not cover actual costs of the additional burden, thus stretching the library’s
budget even further. I know of no other government entity that is asked to
take on additional responsibilities not necessarily aligned with its mission.
13

In a Metafilter discussion about funding cuts in California, one librarian
offered this poignant lament:

> Every day at my job I helped people just barely survive. … Forget trying to
be the “people’s university” and create a body of well informed citizens.
Instead I helped people navigate through the degrading hoops of modern online
society, fighting for scraps from the plate, and then kicking back afterwards
by pretending to have a farm on Facebook.

[ Read the whole story](http://www.metafilter.com/112698/California-
Dreamin#4183210). It’s quite a punch to the stomach. Given the effort
librarians expend in promoting basic literacies, how much more can this social
infrastructure support? Should we welcome the “design challenge” to engineer
technical and architectural infrastructures to accommodate an ever-
diversifying program — or should we consider that we might have stretched this
program to its limit, and that no physical infrastructure can effectively
scaffold such a motley collection of social services?

Again, we need to look to the infrastructural ecology — the larger network of
public services and knowledge institutions of which each library is a part.
How might towns, cities and regions assess what their various public (and
private) institutions are uniquely qualified and sufficiently resourced to do,
and then deploy those resources most effectively? Should we regard the library
as the territory of the civic _mind_ and ask other social services to attend
to the civic _body_? The assignment of social responsibility isn’t so black
and white — nor are the boundaries between mind and body, cognition and affect
— but libraries do need to collaborate with other institutions to determine
how they leverage the resources of the infrastructural ecology to serve their
publics, with each institution and organization contributing what it’s best
equipped to contribute — and each operating with a clear sense of its mission
and obligation.

Libraries have a natural affinity with cultural institutions. Just this
spring, New York Mayor Bill de Blasio [appointed Tom
Finkelpearl](http://www.nytimes.com/2014/04/07/arts/design/mayor-de-blasio-
names-tom-finkelpearl-of-the-queens-museum.html?_r=1) as the city’s new
Commissioner of Cultural Affairs. A former president of the Queens Museum,
Finkelpearl oversaw the first phase of a renovation by Grimshaw Architects,
which, in its next phase, will incorporate a Queens Public Library branch — an
effective pairing, given the commitment of both institutions to education and
local culture. Similarly, Lincoln Center houses the New York Public Library
for the Performing Arts. As commissioner, Finkelpearl could broaden support
for mixed-use development that strengthens infrastructural ecologies. The
[CUF/Architectural League project](http://urbanomnibus.net/2014/06/request-
for-qualifications-re-envisioning-branch-libraries/) is also considering how
collaborative partnerships can inform library program and design.

[![Bohlin Cywinski Jackson, Ballard Library and Neighborhood Service Center,
Seattle. \[Photo by Jules
Antonio\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Bohlin
Cywinski Jackson, Ballard Library and Neighborhood Service Center, Seattle.
\[Photo by Jules Antonio\]](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-7x-
1020x724.jpg)](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-7x.jpg)Bohlin Cywinski Jackson, Ballard Library and
Neighborhood Service Center, Seattle. [Photo by [Jules
Antonio](https://www.flickr.com/photos/julesantonio/8152446538/)]

I’ve recently returned from Seattle, where I revisited [OMA’s Central
Library](https://placesjournal.org/article/seattle-central-library-civic-
architecture-in-the-age-of-media/) on its 10th anniversary and toured several
new branch libraries. 15 Under the 1998 bond measure “Libraries for All,”
citizens voted to tax themselves to support construction of the Central
Library and four new branches, and to upgrade _every_ branch in the system.
The [vibrant, sweeping Ballard branch](http://www.archdaily.com/100821
/ballard-library-and-neighborhood-service-center-bohlin-cywinski-jackson/)
(2005), by Bohlin Cywinski Jackson, includes a separate entrance for the
Ballard Neighborhood Service Center, a “[little city
hall](http://www.seattle.gov/neighborhood-service-centers)“ where residents
can find information about public services, get pet licenses, pay utility
bills, and apply for passports and city jobs. While the librarians undoubtedly
field questions about such services, they’re also able to refer patrons next
door, where city employees are better equipped to meet their needs — thus
affording the library staff more time to answer reference questions and host
writing groups and children’s story hours.

Seattle’s City Librarian, Marcellus Turner, is big on partnerships —with
cultural institutions, like local theaters, as well as commercial
collaborators, like the Seahawks football team. 16 After taking the helm in
2011, he identified [five service priorities](http://www.spl.org/about-the-
library/mission-statement) — youth and early learning, technology and access,
community engagement, Seattle culture and history, and re-imagined spaces —
and tasked working groups with developing proposals for how the library can
better address those needs. Each group must consider marketing, funding, staff
deployment and partnership opportunities that “leverage what we have with what
[the partners] have.” For instance, “Libraries that focus on early-childhood
education might employ educators, academicians, or teachers to help us with
research into early-childhood learning and teaching.” 17

The “design challenge” is to consider what physical infrastructures would be
needed to accommodate such partnerships. 18 Many libraries have continued
along a path laid by library innovators from Ptolemy to Carnegie, renovating
their buildings to incorporate public gathering, multi-use, and even
commercial spaces. In Seattle’s Ballard branch, a large meeting room hosts
regular author readings and a vibrant writing group that typically attracts 30
or more participants. In Salt Lake City, the [library
plaza](http://www.slcpl.lib.ut.us/shops) features an artist co-op, a radio
station, a community writing center, the Library Store, and a few cafes — all
private businesses whose ethos is consistent with the library’s. The New York
Public Library has [recently announced](http://www.nypl.org/press/press-
release/april-30-2014/new-york-public-library-opens-doors-coursera-students)
that some of its branches will serve as “learning hubs” for Coursera, the
provider of “massive open online courses.” And many libraries have classrooms
and labs where they offer regular technical training courses.

[![Moshe Safdie, Salt Lake City Public Library. \[Photo by Pedro
Szekely\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Moshe
Safdie, Salt Lake City Public Library. \[Photo by Pedro
Szekely\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-8x-1020x678.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-8x.jpg)Moshe Safdie,
Salt Lake City Public Library. [Photo by [Pedro
Szekely](https://www.flickr.com/photos/pedrosz/5139398125/)]

These entrepreneurial models reflect what seems to be an increasingly
widespread sentiment: that while libraries continue to serve a vital role as
“opportunity institutions” for the disenfranchised, this cannot be their
primary self-justification. They cannot duplicate the responsibilities of our
community centers and social service agencies. “Their narrative” — or what I’d
call an “epistemic framing,” by which I mean the way the library packages its
program as a knowledge institution, and the infrastructures that support it —
“must include everyone,” says the University of Michigan’s Kristin
Fontichiaro. 19 What programs and services are consistent with an institution
dedicated to lifelong learning? Should libraries be reconceived as hubs for
civic engagement, where communities can discuss local issues, create media,
and archive community history? 20 Should they incorporate media production
studios, maker-spaces and hacker labs, repositioning themselves in an evolving
ecology of information and educational infrastructures?

These new social functions — which may require new physical infrastructures to
support them — broaden the library’s narrative to include _everyone_ , not
only the “have-nots.” This is not to say that the library should abandon the
needy and focus on an elite patron group; rather, the library should
incorporate the “enfranchised” as a key public, both so that the institution
can reinforce its mission as a social infrastructure for an inclusive public,
_and_ so that privileged, educated users can bring their knowledge and talents
_to_ the library and offer them up as social-infrastructural resources.

Many among this well-resourced population — those who have jobs and home
internet access and can navigate the government bureaucracy with relative ease
— already see themselves as part of the library’s public. They regard the
library as a space of openness, egalitarianism and freedom (in multiple senses
of the term), within a proprietary, commercial, segregated and surveilled
landscape. They understand that no matter how well-connected they are, [they
actually _don’t_ have the world at their
fingertips](https://placesjournal.org/article/marginalia-little-libraries-in-
the-urban-margins/) — that “material protected by stringent copyright and held
in proprietary databases is often inaccessible outside libraries” and that,
“as digital rights management becomes ever more complicated, we … rely even
more on our libraries to help us navigate an increasingly fractured and
litigious digital terrain.” 21 And they recognize that they cannot depend on
Google to organize the world’s information. As the librarian noted in [that
discussion](http://www.metafilter.com/112698/California-Dreamin#4183210) on
Metafilter:

> The [American Library Association] has a proven history of commitment to
intellectual freedom. The public service that we’ve been replaced with has a
spotty history of “not being evil.” When we’re gone, you middle class, you
wealthy, you tech-savvy, who will fight for that with no profit motivation?
Even if you never step foot in our doors, and all of your media comes to a
brightly lit screen, we’re still working for you.

The library’s social infrastructure thus benefits even those who don’t have an
immediate need for its space or its services.

[![David Adjaye, Francis Gregory Neighborhood Library, Washington, D.C.
\[Photo by Edmund
Sumner\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![David
Adjaye, Francis Gregory Neighborhood Library, Washington, D.C. \[Photo by
Edmund Sumner\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-9x-1020x694.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-9x.jpg)David Adjaye,
Francis Gregory Neighborhood Library, Washington, D.C. [Photo by Edmund
Sumner]

Finally, we must acknowledge the library’s role as a civic landmark — a symbol
of what a community values highly enough to place on a prominent site, to
materialize in dignified architecture that communicates its openness to
everyone, and to support with sufficient public funding despite the fact that
it’ll never make a profit. A well-designed library — a contextually-designed
library — can reflect a community’s character back to itself, clarifying who
it is, in all its multiplicity, and what it stands for. 22 David Adjaye’s
[Bellevue](http://www.archdaily.com/258098/bellevue-library-adjaye-
associates/) and [Francis Gregory](http://www.archdaily.com/258109/francis-
gregory-library-adjaye-associates/) branch libraries, in historically
underserved neighborhoods of Washington D.C., have been lauded for performing
precisely this function. [As Sarah Williams Goldhagen
writes](http://www.newrepublic.com/article/112443/revolution-your-community-
library):

> Adjaye is so attuned to the nuances of urban context that one might be hard
pressed to identify them as the work of one designer. Francis Gregory is steel
and glass, Bellevue is concrete and wood. Francis Gregory presents a single
monolithic volume, Bellevue an irregular accretion of concrete pavilions.
Context drives the aesthetic.

His designs “make of this humble municipal building an arena for social
interaction, …a distinctive civic icon that helps build a sense of common
identity.” This kind of social infrastructure serves a vital need for an
entire community.

[![Stacks at the Stephen A. Schwarzman Building, New York Public Library.
\[Published in a 1911 issue of Scientific
American\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Stacks
at the Stephen A. Schwarzman Building, New York Public Library. \[Published in
a 1911 issue of Scientific American\]](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-
10x.jpg)](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-10x.jpg)Stacks at the Stephen A. Schwarzman Building,
New York Public Library. [Published in a 1911 issue of _Scientific American_ ]

## Library as Technological-Intellectual Infrastructure

Of course, we must not forget the library collection itself. The old-fashioned
bookstack was [at the center of the recent
debate](http://online.wsj.com/news/articles/SB10001424127887323751104578151653883688578)
over the proposed renovation of the New York Public Library’s Schwartzman
Building on 42nd Street, which was
[cancelled](http://www.nytimes.com/2014/05/08/arts/design/public-library-
abandons-plan-to-revamp-42nd-street-building.html) last month after more than
a year of lawsuits and protests. This storage infrastructure, and the delivery
system it accommodates, have tremendous significance even in a digital age.
For scholars, the stacks represent near-instant access to any materials within
the extensive collection. Architectural historians defended the historical
significance of the stacks, and engineers argued that they are critical to the
structural integrity of the building.

The way a library’s collection is stored and made accessible shapes the
intellectual infrastructure of the institution. The Seattle Public Library
uses [translucent acrylic
bookcases](http://blog.spacesaver.com/StoragesolvedwithSpacesaver/bid/33285
/You-re-not-going-crazy-Library-book-stacks-ARE-cool) made by Spacesaver — and
even here this seemingly mundane, utilitarian consideration cultivates a
character, an ambience, that reflects the library’s identity and its
intellectual values. It might sound corny, but the luminescent glow permeating
the stacks acts as a beacon, a welcoming gesture. There are still many
contemporary libraries that privilege — perhaps even fetishize — the book and
the bookstack: take MVRDV’s [Book
Mountain](http://www.mvrdv.nl/projects/spijkenisse/) (2012), for a town in the
Netherlands; or TAX arquitectura’s [Biblioteca Jose
Vasconcelos](http://www.designboom.com/architecture/biblioteca-vasconcelos-by-
tax-arquitectura-alberto-kalach/) (2006) in Mexico City.

Stacks occupy a different, though also fetishized, space in Helmut Jahn’s
[Mansueto Library](http://www.archdaily.com/143532/joe-and-rika-mansueto-
library-murphy-jahn/) (2011) at the University of Chicago, which mixes diverse
infrastructures to accommodate media of varying materialities: a grand reading
room, a conservation department, a digitization department, and [a
subterranean warehouse of books retrieved by
robot](https://www.youtube.com/watch?v=ESCxYchCaWI&feature=youtu.be). (It’s
worth noting that Boston and other libraries contained [book
railways](http://libraryhistorybuff.blogspot.com/2010/12/book-retrieval-
systems.html) and conveyer belt retrieval systems — proto-robots — a century
ago.) Snøhetta’s [James B. Hunt Jr.
Library](http://www.ncsu.edu/huntlibrary/watch/) (2013) at North Carolina
State University also incorporates a robotic storage and retrieval system, so
that the library can store more books on site, as well as meet its goal of
providing seating for 20 percent of the student population. 23 Here the
patrons come before the collection.

[![Rem Koolhaas/OMA, Seattle Central Library, Spacesaver bookshelves. \[Photo
by
brewbooks\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Rem
Koolhaas/OMA, Seattle Central Library, Spacesaver bookshelves. \[Photo by
brewbooks\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-11x.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-11x.jpg)Rem
Koolhaas/OMA, Seattle Central Library, Spacesaver bookshelves. [Photo by
[brewbooks](https://www.flickr.com/photos/brewbooks/4472712525/)]

[![MVRDV, Book Mountain, Spijkenisse, The Netherlands. \[Photo via
MVRDV\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![MVRDV,
Book Mountain, Spijkenisse, The Netherlands. \[Photo via
MVRDV\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-library-
infrastructure-12x.jpg)](https://placesjournal.org/wp-content/uploads/2014/06
/mattern-library-infrastructure-12x.jpg)MVRDV, Book Mountain, Spijkenisse, The
Netherlands. [Photo via MVRDV]

[![TAX, Biblioteca Vasconcelos, Mexico City. \[Photo by
Clinker\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![TAX,
Biblioteca Vasconcelos, Mexico City. \[Photo by
Clinker\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-13x.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-13x.jpg)TAX, Biblioteca
Vasconcelos, Mexico City. [Photo by
[Clinker](https://www.flickr.com/photos/photos_clinker/295038829/)]

[![Helmut Jahn, Mansueto Library, University of Chicago, reading room above
underground stacks. \[Photo by Eric Allix
Rogers\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Helmut
Jahn, Mansueto Library, University of Chicago, reading room above underground
stacks. \[Photo by Eric Allix Rogers\]](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-
14x.jpg)](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-14x.jpg)Helmut Jahn, Mansueto Library, University of
Chicago, reading room above underground stacks. [Photo by [Eric Allix
Rogers](https://www.flickr.com/photos/reallyboring/5766873063/)]

[![Mansueto Library stacks. \[Photo by Corey
Seeman\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Mansueto
Library stacks. \[Photo by Corey Seeman\]](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-
15x.jpg)](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-15x.jpg)Mansueto Library stacks. [Photo by [Corey
Seeman](https://www.flickr.com/photos/cseeman/14148827344/)]

Back in the early aughts, when I spent a summer touring libraries, the
institutions on the leading edge were integrating media production facilities,
recognizing that media “consumption” and “creation” lie on a gradient of
knowledge production. Today there’s a lot of talk about — [and action
around](http://www.infodocket.com/2013/12/16/results-of-makerspaces-in-
libraries-study-released/) — integrating hacker labs and maker-spaces. 24 As
Anne Balsamo explains, these sites offer opportunities — embodied, often
inter-generational learning experiences that are integral to the development
of a “technological imagination” — that are rarely offered in formal learning
institutions. 25

The Hunt Library has a maker-space, a GameLab, various other production labs
and studios, an immersion theater, and, rather eyebrow-raisingly, an Apple
Technology Showcase (named after library donors whose surname is Apple, with
an intentional pun on the electronics company). 26 One might think major
funding is needed for those kinds of programs, but the trend actually began in
2011 in tiny Fayetteville, New York (pop. 4,373), thought to be [the first
public library](http://www.forbes.com/sites/tjmccue/2011/11/15/first-public-
library-to-create-a-maker-space/) to have incorporated a maker-space. The
following year, the Carnegie Libraries of Pittsburgh — which for years has
hosted film competitions, gaming tournaments, and media-making projects for
youth — [launched](http://www.libraryasincubatorproject.org/?p=6653), with
Google and Heinz Foundation support, [The
Labs](http://www.clpgh.org/teens/events/programs/thelabs/): weekly workshops
at three locations where teenagers can access equipment, software and mentors.
Around the same time, Chattanooga — a city blessed with a [super-high-speed
municipal fiber network](http://www.washingtonpost.com/blogs/the-
switch/wp/2013/09/17/how-chattanooga-beat-google-fiber-by-half-a-decade/) —
opened its lauded [4th Floor](http://chattlibrary.org/4th-floor), a
12,000-square foot “public laboratory and educational facility” that “supports
the production, connection, and sharing of knowledge by offering access to
tools and instruction.” Those tools include 3D printers, laser cutters and
vinyl cutters, and the instruction includes everything from tech classes, to
incubator projects for female tech entrepreneurs, to [business pitch
competitions](http://www.nooga.com/158480/hundreds-attend-will-this-float-
business-pitch-event/).

Last year, the Brooklyn Public Library, just a couple blocks from where I
live, opened its [Levy Info
Commons](http://www.bklynlibrary.org/locations/central/infocommons), which
includes space for laptop users and lots of desktop machines featuring
creative software suites; seven reserveable teleconference-ready meeting
rooms, including one that doubles as a recording studio; and a training lab,
which offers an array of digital media workshops led by a local arts and
design organization and also invites patrons to lead their own courses. A
typical month on their robust event calendar includes resume editing
workshops, a Creative Business Tech prototyping workshop, individual meetings
with business counselors, Teen Tech tutorials, computer classes for seniors,
workshops on podcasting and oral history and “adaptive gaming” for people with
disabilities, and even an audio-recording and editing workshop targeted to
poets, to help them disseminate their work in new formats. Also last year, the
Martin Luther King, Jr., Memorial Library in Washington, D.C., opened its
[Digital Commons](http://www.washingtonpost.com/blogs/the-switch/wp/2013/08/07
/the-digital-age-is-forcing-libraries-to-change-heres-what-that-looks-like/),
where patrons can use a print-on-demand bookmaking machine, a 3D printer, and
a co-working space known as the “Dream Lab,” or try out a variety of e-book
readers. The Chicago Public Library partnered with the Museum of Science and
Industry to open [a pop-up maker lab](http://arstechnica.com/gadgets/2013/07
/3d-printing-for-all-inside-chicago-librarys-new-pop-up-maker-lab/) featuring
open-source design software, laser cutters, a milling machine, and (of course)
3D printers — not one, but _three_.

[![Chattanooga Public Library, 4th Floor. \[Photo by Larry
Miller\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Chattanooga
Public Library, 4th Floor. \[Photo by Larry
Miller\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-17x-1020x680.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-17x.jpg) Chattanooga
Public Library, 4th Floor. [Photo by [Larry
Miller](https://www.flickr.com/photos/drmillerlg/9228431656/sizes/l)]

[![Snøhetta, James B. Hunt, Jr. Library, North Carolina State University,
MakerBot in Apple Technology Showcase. \[Photo by Mal
Booth\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Snøhetta,
James B. Hunt, Jr. Library, North Carolina State University, MakerBot in Apple
Technology Showcase. \[Photo by Mal Booth\]](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-16x-
1020x680.jpg)](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-16x.jpg)Snøhetta, James B. Hunt, Jr. Library, North
Carolina State University, MakerBot in Apple Technology Showcase. [Photo by
[Mal Booth](https://www.flickr.com/photos/malbooth/10401308096/sizes/l)]

[![Hunt Library, iPearl Immersion Theater. \[Photo by Payton
Chung\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Hunt
Library, iPearl Immersion Theater. \[Photo by Payton
Chung\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-library-
infrastructure-18x-1020x573.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-18x.jpg)Hunt Library,
iPearl Immersion Theater. [Photo by [Payton
Chung](https://www.flickr.com/photos/paytonc/8758630775/sizes/l)]

Some have proposed that libraries — following in the tradition of Alexandria’s
“think tank,” and compelled by a desire to “democratize entrepreneurship” —
make for ideal [co-working or incubator
spaces](http://www.citylab.com/work/2013/02/why-libraries-should-be-next-
great-startup-incubators/4733/), where patrons with diverse skill sets can
organize themselves into start-ups-for-the-people. 27 Others recommend that
librarians entrepreneurialize _themselves_ , rebranding themselves as
professional consultants in a complex information economy. Librarians, in this
view, are uniquely qualified digital literacy tutors; experts in “copyright
compliance, licensing, privacy, information use, and ethics”; gurus of
“aligning … programs with collections, space, and resources”; skilled creators
of “custom ontologies, vocabularies, taxonomies” and structured data; adept
practitioners of data mining. 28 Others recommend that libraries get into the
content production business. In the face of increasing pressure to rent and
license proprietary digital content with stringent use policies, why don’t
libraries do more to promote the creation of independent media or develop
their own free, open-source technologies? Not many libraries have the time and
resources to undertake such endeavors, but [NYPL
Labs](http://www.nypl.org/collections/labs) and Harvard’s [Library Test
Kitchen](http://www.librarytestkitchen.org/), have demonstrated what’s
possible when even back-of-house library spaces become sites of technological
praxis. Unfortunately, those innovative projects are typically hidden behind
the interface (as with so much library labor). Why not bring those operations
to the front of the building, as part of the public program?

Of course, with all these new activities come new spatial requirements.
Library buildings must incorporate a wide variety of furniture arrangements,
lighting designs, acoustical conditions, etc., to accommodate multiple sensory
registers, modes of working, postures and more. Librarians and designers are
now acknowledging — and designing _for_ , rather than designing _out_ —
activities that make noise and can occasionally be a bit messy. I did a study
several years ago on the evolution of library sounds and found widespread
recognition that knowledge-making doesn’t readily happen when “shhh!” is the
prevailing rule. 29

These new physical infrastructures create space for an epistemology embracing
the integration of knowledge consumption and production, of thinking and
making. Yet sometimes I have to wonder, given all the hoopla over “making”:
_are_ tools of computational fabrication really the holy grail of the
knowledge economy? What _knowledge_ is produced when I churn out, say, a
keychain on a MakerBot? I worry that the boosterism surrounding such projects
— and the much-deserved acclaim they’ve received for “rebranding” the library
— glosses over the neoliberal values that these technologies sometimes embody.
Neoliberalism channels the pursuit of individual freedom through property
rights and free markets 30 — and what better way to express yourself than by
3D-printing a bust of your own head at the library, or using the library’s CNC
router to launch your customizable cutting board business on Etsy? While
librarians have long been advocates of free and democratic access to
information, I trust — I hope — that they’re helping their patrons to
cultivate a [critical perspective](https://placesjournal.org/article
/tedification-versus-edification/) regarding [the politics of “technological
innovation”](http://en.wikipedia.org/wiki/The_Californian_Ideology) — and the
potential instrumentalism of makerhood. Sure, Dewey was part of this
instrumentalist tradition, too. But our contemporary pursuit of “innovation”
promotes the idea that “making new stuff” = “producing knowledge,” which can
be a dangerous falsehood.

Library staff might want to take up the critique of “innovation,” too. Each
new Google product release, new mobile technology development, new e-reader
launch brings new opportunities for the library to innovate in response. And
while “keeping current” is a crucial goal, it’s important to place that
pursuit in a larger cultural, political-economic and institutional context.
Striving to stay technologically relevant can backfire when it means merely
responding to the profit-driven innovations of commercial media; we see these
mistakes — innovation for innovation’s sake — in the [ed-
tech](http://en.wikipedia.org/wiki/Educational_technology) arena quite often.

[![George Peabody Library, The John Hopkins University. \[Photo by Thomas
Guignard\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![George
Peabody Library, The John Hopkins University. \[Photo by Thomas
Guignard\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-19x-1020x680.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-19x.jpg)George Peabody
Library, The John Hopkins University. [Photo by [Thomas
Guignard](https://www.flickr.com/photos/timtom/5304555668/)]

## Reading across the Infrastructural Ecology

Libraries need to stay focused on their long-term cultural goals — which
should hold true regardless of what Google decides to do tomorrow — and on
their place within the larger infrastructural ecology. They also need to
consider how their various infrastructural identities map onto each other, or
don’t. Can an institution whose technical and physical infrastructure is
governed by the pursuit of innovation also fulfill its obligations as a social
infrastructure serving the disenfranchised? What ethics are embodied in the
single-minded pursuit of “the latest” technologies, or the equation of
learning with entrepreneurialism?

As Zadie Smith [argued
beautifully](http://www.nybooks.com/blogs/nyrblog/2012/jun/02/north-west-
london-blues/) in the _New York Review of Books_ , we risk losing the
library’s role as a “different kind of social reality (of the three
dimensional kind), which by its very existence teaches a system of values
beyond the fiscal.” 31 Barbara Fister, a librarian at Gustavus Adolphus
College, offered an [equally eloquent
plea](http://www.insidehighered.com/blogs/library-babel-fish/some-assumptions-
about-libraries#sthash.jwJlhrsD.dpbs) for the library as a space of exception:

> Libraries are not, or at least should not be, engines of productivity. If
anything, they should slow people down and seduce them with the unexpected,
the irrelevant, the odd and the unexplainable. Productivity is a destructive
way to justify the individual’s value in a system that is naturally communal,
not an individualistic or entrepreneurial zero-sum game to be won by the most
industrious. 32

Libraries, she argued, “will always be at a disadvantage” to Google and Amazon
because they value privacy; they refuse to exploit users’ private data to
improve the search experience. Yet libraries’ failure to compete in
_efficiency_ is what affords them the opportunity to offer a “different kind
of social reality.” I’d venture that there _is_ room for entrepreneurial
learning in the library, but there also has to be room for that alternate
reality where knowledge needn’t have monetary value, where learning isn’t
driven by a profit motive. We can accommodate both spaces for entrepreneurship
_and_ spaces of exception, provided the institution has a strong _epistemic
framing_ that encompasses both. This means that the library needs to know how
to read _itself_ as a social-technical-intellectual infrastructure.

It’s particularly important to cultivate these critical capacities — the
ability to “read” our libraries’ multiple infrastructures and the politics and
ethics they embody — when the concrete infrastructures look like San Antonio’s
[BiblioTech](http://bexarbibliotech.org/), a “bookless” library featuring
10,000 e-books, downloadable via the 3M Cloud App; 600 circulating “stripped
down” 3M e-readers; 200 “enhanced” tablets for kids; and, for use on-site, 48
computers, plus laptops and iPads. The library, which opened last fall, also
offers computer classes and meeting space, but it’s all locked within a
proprietary platformed world.

[![Bexar County BiblioTech, San Antonio, Texas. \[Photo by Bexar
BiblioTech\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Bexar
County BiblioTech, San Antonio, Texas. \[Photo by Bexar
BiblioTech\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-21x-1020x573.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-21x.jpg)Bexar County
BiblioTech, San Antonio, Texas. [Photo by Bexar BiblioTech]

[![Screenshot of the library’s fully digital collection. \[Photo by Bexar
BiblioTech\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Screenshot
of the library’s fully digital collection. \[Photo by Bexar
BiblioTech\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-20x.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-20x.jpg)Screenshot of
the library’s fully digital collection. [Photo by Bexar BiblioTech]

In libraries like BiblioTech — and the [Digital Public Library of
America](http://dp.la/) — the collection itself is off-site. Do _patrons_
wonder where, exactly, all those books and periodicals and cloud-based
materials _live_? What’s under, or floating above, the “platform”? Do they
think about the algorithms that lead them to particular library materials, and
the conduits and protocols through which they access them? Do they consider
what it means to supplant bookstacks with server stacks — whose metal racks we
can’t kick, lights we can’t adjust, knobs we can’t fiddle with? Do they think
about the librarians negotiating access licenses and adding metadata to
“digital assets,” or the engineers maintaining the servers? With the
increasing recession of these technical infrastructures — and the human labor
that supports them — further off-site, [behind the
interface](https://placesjournal.org/article/interfacing-urban-intelligence/),
deeper inside the black box, how can we understand the ways in which those
structures structure our intellect and sociality?

We need to develop — both among library patrons and librarians themselves —
new critical capacities to understand the _distributed_ physical, technical
and social architectures that scaffold our institutions of knowledge and
program our values. And we must consider where those infrastructures intersect
— where they should be, and perhaps aren’t, mutually reinforcing one another.
When do our social obligations compromise our intellectual aspirations, or
vice versa? And when do those social or intellectual aspirations for the
library exceed — or fail to fully exploit — the capacities of our
architectural and technological infrastructures? Ultimately, we need to ensure
that we have a strong epistemological framework — a narrative that explains
how the library promotes learning and stewards knowledge — so that everything
hangs together, so there’s some institutional coherence. We need to sync the
library’s intersecting infrastructures so that they work together to support
our shared intellectual and ethical goals.

![Places Journal](https://placesjournal.org/wp-content/themes/places/img
/article-footer-logo.png)

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Please [Subscribe](https://placesjournal.org/newsletter/ "Places Newsletter
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###### Author's Note

I’d like to thank the students in my “Archives, Libraries and Databases”
seminar and my “Digital Archives” studio at The New School, who’ve given me
much food for thought over the years. Thanks, too, to my colleagues at the
[Architectural League of New York](http://archleague.org/) and the [Center for
an Urban Future](http://nycfuture.org/). I owe a debt of gratitude also to
Gabrielle Dean, her students, and her colleagues at Johns Hopkins, who gave me
an opportunity to share a preliminary draft of this work. They, along with my
colleagues Julie Foulkes and Aleksandra Wagner, offered feedback for which I’m
very grateful.

###### Notes

1. See Matthew Battles, _Library: An Unquiet History_ (New York: W.W. Norton, 2003); Lionel Casson, _Libraries in the Ancient World_ (New Haven: Yale University Press, 2001); Fred Lerner, _The Story of Libraries_ (New York: Continuum, 1999).
2. Casson explains that when Alexandria was a brand new city in the third century B.C., its founders enticed intellectuals to the city — in an attempt to establish it as a cultural center — with the famous Museum, “a figurative temple for the muses, a place for cultivating the arts they symbolized. It was an ancient version of a think-tank: the members, consisting of noted writers, poets, scientists, and scholars, were appointed by the Ptolemies for life and enjoyed a handsome salary, tax exemption … free lodging, and food. … It was for them that the Ptolemies founded the library of Alexandria” [33-34].
3. Donald Oehlerts, _Books and Blueprints: Building America’s Public Libraries_ (New York: Greenwood Press, 1991): 62.
4. David Weinberger, “[Library as Platform](http://lj.libraryjournal.com/2012/09/future-of-libraries/by-david-weinberger/),” _Library Journal_ (September 4, 2012).
5. For more on “infrastructural ecologies,” see Reyner Banham, _Los Angeles: The Architecture of Four Ecologies_ (Berkeley, University of California Press, 2009 [1971]); Alan Latham, Derek McCormack, Kim McNamara and Donald McNeil, _Key Concepts in Urban Geography_ (Thousand Oaks, CA: Sage, 2009): 32; Ming Xu and Josh P. Newell, “[Infrastructure Ecology: A Conceptual Mode for Understanding Urban Sustainability](http://css.snre.umich.edu/publication/infrastructure-ecology-conceptual-model-understanding-urban-sustainability),” Sixth International Conference of the International Society for Industrial Ecology (ISIE) Proceedings, Berkeley, CA, June 7-10, 2011; Anu Ramaswami, Christopher Weible, Deborah Main, Tanya Heikkila, Saba Siddiki, Andrew Duvail, Andrew Pattison and Meghan Bernard, “A Social-Ecological-Infrastructural Systems Framework for Interdisciplinary Study of Sustainable City Systems,” _Journal of Industrial Ecology_ 16:6 (December 2012): 801-13. Most references to infrastructural ecologies — and there are few — pertain to systems at the urban scale, but I believe a library is a sufficiently complicated institution, residing at nexus of myriad networks, that it constitutes an infrastructural ecology in its own right.
6. Center for an Urban Future, [“Opportunity Institutions” Conference](http://nycfuture.org/events/event/opportunity-institutions) (March 11, 2013). See also Jesse Hicks and Julie Dressner’s video “[Libraries Now: A Day in the Life of NYC’s Branches](http://nymag.com/daily/intelligencer/2014/05/libraries-now-new-york-video.html)” (May 16, 2014).
7. Center for an Urban Future, _[Branches of Opportunity](http://nycfuture.org/research/publications/branches-of-opportunity)_ (January 2013): 3.
8. Quoted in Katie Gilbert, “[What Is a Library?](http://narrative.ly/long-live-the-book/what-is-a-library/)” _Narratively_ (January 2, 2014).
9. Real estate sales are among the most controversial elements in the New York Public Library’s much-disputed Central Library Plan, which is premised on the sale of the library’s Mid-Manhattan branch and its Science, Industry and Business Library. See Scott Sherman, “[The Hidden History of New York City’s Central Library Plan](http://www.thenation.com/article/175966/hidden-history-new-york-citys-central-library-plan),” _The Nation_ (August 28, 2013).
10. Toyo Ito, “The Building After,” _Artforum_ (September 2013).
11. Eric Klinenberg, “[Toward a Stronger Social Infrastructure: A Conversation with Eric Klinenberg](http://urbanomnibus.net/2013/10/toward-a-stronger-social-infrastructure-a-conversation-with-eric-klinenberg/),” _Urban Omnibus_ (October 16, 2013).
12. I’m a member of the organizing team for this project, and I hope to write more about its outcomes in a future article for this journal.
13. Michael Kimmelman, “[Next Time, Libraries Could Be Our Shelters From the Storm](http://www.nytimes.com/2013/10/03/arts/design/next-time-libraries-could-be-our-shelters-from-the-storm.html),” _New York Times_ (October 2, 2013).
14. Ruth Faklis, in Joseph Janes, Ed., _Library 2020: Today’s Leading Visionaries Describe Tomorrow’s Library_ (Lanham: Scarecrow Press, 2013): 96-7.
15. The Seattle Central Library was a focus of [my first book](http://www.upress.umn.edu/book-division/books/the-new-downtown-library), on public library design. See _The New Downtown Library: Designing With Communities_ (Minneapolis: University of Minnesota Press, 2007).
16. Personal communication with Marcellus Turner, March 21, 2014.
17. Marcellus Turner in _Library 2020_ : 92.
18. Ken Worpole addresses library partnerships, and their implications for design in his _Contemporary Library Architecture: A Planning and Design Guide_ (New York: Routledge, 2013). The book offers a comprehensive look the public roles that libraries serve, and how they inform library planning and design.
19. Kristin Fontichiaro in _Library 2020_ : 8.
20. See Bill Ptacek in _Library 2020_ : 119.
21. The quotations are from my earlier article for Places, “[Marginalia: Little Libraries in the Urban Margins](http://places.designobserver.com/feature/little-libraries-and-tactical-urbanism/33968/).” Within mass-digitization projects like Google Books, as Elisabeth Jones explains, “works that are still in copyright but out of print and works of indeterminate copyright status and/or ownership” will fall between the cracks (in _Library 2020_ : 17).
22. I dedicate a chapter in _The New Downtown Library_ to what makes a library “contextual” — and I address just how slippery that term can be.
23. This sentence was amended after publication to note the multiple motives of implementing the bookBot storage and retrieval system; its compact storage allowed the library to reintegrate some collections that were formerly stored off-site. The library has also developed a Virtual Browse catalog system, which aims to promote virtual discovery that isn’t possible in the physical stacks.
24. According to a late 2013 web-based survey of libraries, 41 percent of respondents provide maker-spaces or maker activities in their libraries, and 36 percent plan to create such spaces in the near future. Most maker-spaces, 51 percent, are in public libraries; 36 percent are in academic libraries; and 9 percent are in school libraries. And among the most popular technologies or technological processes supported in those spaces are computer workstations (67 percent), 3D printers (46 percent), photo editing (45 percent), video editing (43 percent), computer programming/software (39 percent). 33 oercent accommodated digital music recording; 31 percent accommodated 3D modeling, and 30 percent featured work with Arduino and Raspberry Pi circuit boards (Gary Price, “[Results From ‘Makerspaces in Libraries’ Study Released](http://www.infodocket.com/2013/12/16/results-of-makerspaces-in-libraries-study-released/),” _Library Journal_ (December 16, 2013). See also James Mitchell, “[Beyond the Maker Space](http://lj.libraryjournal.com/2014/05/opinion/backtalk/beyond-the-maker-space-backtalk/),” _Library Journal_ (May 27, 2014).
25. Anne Balsamo, “[Videos and Frameworks for ‘Tinkering’ in a Digital Age](http://spotlight.macfound.org/blog/entry/anne-balsamo-tinkering-videos/),” Spotlight on Digital Media and Learning (January 30, 2009).
26. This sentence was amended after publication to note that the Apple Technology Showcase was named after former NCSU faculty member Dr. J. Lawrence Apple and his wife, Ella Apple; in an email to the author, library director Carolyn Argentati wrote that the corporate pun was intentional.
27. Emily Badger, “[Why Libraries Should Be the Next Great Start-Up Incubators](http://www.citylab.com/work/2013/02/why-libraries-should-be-next-great-startup-incubators/4733/),” _Atlantic Cities_ (February 19, 2003).
28. Stephen Abram in _Library 2020_ : 46; Courtney Greene in _Library 2020_ : 51.
29. See my “[Resonant Texts: Sounds of the Contemporary American Public Library](http://www.wordsinspace.net/publications/Mattern_Senses%20and%20Society.pdf),” _The Senses & Society_ 2:3 (Fall 2007): 277-302.
30. See David Harvey, _A Brief History of Neoliberalism_ (New York: Oxford University Press, 2005).
31. Zadie Smith, “[The North West London Blues](http://www.nybooks.com/blogs/nyrblog/2012/jun/02/north-west-london-blues/),” _New York Review of Books_ Blog (June 2, 2012).
32. Barbara Fister, “Some Assumptions About Libraries,” Inside Higher Ed (January 2, 2014).

###### __Cite

Shannon Mattern, "Library as Infrastructure," _Places Journal_ , June 2014.
Accessed 09 Jun 2019.


Dean, Dockray, Ludovico, Broekman, Thoburn & Vilensky
Materialities of Independent Publishing: A Conversation with AAAAARG, Chto Delat?, I Cite, Mute, and Neural
2013


Materialities Of Independent Publishing: A
Conversation With Aaaaarg, Chto Delat?,
I Cite, Mute, And Neural
Jodi Dean, Sean Dockray, Alessandro Ludovico, Pauline van
Mourik Broekman, Nicholas Thoburn, and Dmitry Vilensky
Abstract This text is a conversation among practitioners of independent political
media, focusing on the diverse materialities of independent publishing associated with
the new media environment. The conversation concentrates on the publishing projects
with which the participants are involved: the online archive and conversation platform
AAAAARG, the print and digital publications of artist and activist group Chto Delat?,
the blog I Cite, and the hybrid print/digital magazines Mute and Neural. Approaching
independent media as sites of political and aesthetic intervention, association, and
experimentation, the conversation ranges across a number of themes, including: the
technical structures of new media publishing; financial constraints in independent
publishing; independence and institutions; the sensory properties of paper and the
book; the politics of writing; design and the aesthetics of publishing; the relation
between social media and communicative capitalism; publishing as art; publishing as
self-education; and post-digital print.
Keywords independent publishing, art publishing, activist publishing, digital
archive, blog, magazine, newspaper

BETWEEN DISCOURSE AND ACT
Nicholas Thoburn (NT) In one way or another all of you have an investment
in publishing as a political practice, where publishing might be understood
loosely as a political ‘gesture’ located ‘between the realm of discourse and the
material act’.1 And in large measure, this takes the path of critical intervention
in the form of the media with which you work - newspaper, blog, magazine,
and digital archive. That is, media come forward in your publishing practice
and writing as complex sets of materials, capacities, and effects, and as sites
of political intervention and critical reflection.
The aim of this conversation is to concentrate on these materials,
capacities, and effects of independent media (a term, ‘independent media’,
that I use advisedly, given its somewhat pre-digital associations and a
nagging feeling that it lacks purchase on the complexity of convergent media
environments). I’m keen as much as possible to keep each of your specific
DOI:10.3898/NEWF.78.08.2013

Materialities Of Independent Publishing 157

1. Nat Muller
and Alessandro
Ludovico, ‘Of
Process and
Gestures: A
Publishing Act’, in
Alessandro Ludovico
and Natt Muller
(eds) The Mag.net
Reader 3, London,
OpenMute, p6.

publishing projects at the forefront of the conversation, to convey a strong
sense of their ‘materialities’: the technical and aesthetic forms and materials
they mobilise; what strategies of authorship, editorship, or collectivity
they employ; how they relate to publics, laws, media paradigms, financial
structures; how they model or represent their media form, and so on. To start
us off, I would like to invite each of you to introduce your publishing project
with a few sentences: its aims, the mediums it uses, where it’s located, when
established - that kind of thing.

2. Jodi Dean,
Publicity’s Secret:
How Technoculture
Capitalizes on
Democracy, London,
Cornell University
Press, 2002.

3. Alessandro
Ludovico, Post-Digital
Print: The Mutation
of Publishing Since
1894, Eindhoven,
Onomatopee, 2012.

Jodi Dean (JD) I started my blog, I Cite, in January 2005. It’s on the Typepad
platform. I pay about 20 dollars a year for some extra features.
I first started the blog so that I could ‘talk’ to people in a format that was
not an academic article or an email. Or maybe it’s better to say that I was
looking for a medium in which to write, where what I was writing was not
immediately constrained by the form of an academic piece, written alone,
appearing once and late, if at all, or by the form of an email which is generally
of a message sent to specific people, who may or may not appreciate being
hailed or spammed every time something occurs to me.
There was another reason for starting the blog, though. I had already
begun formulating my critique of communicative capitalism (in the book
Publicity’s Secret and in a couple of articles).2 I was critical of the way that
participatory media entraps people into a media mentality, a 24/7 mindset
of reaching an audience and competing with the mainstream press. I thought
that if my critique is going to be worth anything, I better have more firsthand
experience, from the very belly of the beast.
Alessandro Ludovico (AL) I’m the editor in chief of Neural, a printed and
online magazine established in 1993 in Bari (Italy) dealing with new media
art, electronic music and hacktivism. It’s a publication which beyond being
committed to its topics, always experimented with publishing in various ways.
Furthermore, I’m one of the founders (together with Simon Worthington of
Mute and a few others) of Mag.net, electronic cultural publishers, a network
of magazines related to new media art whose slogan is: ‘collaboration is
better than competition’. Finally, I’m finishing a book called Post-Digital
Print, about the historical and contemporary relationship between offline
and online publishing.3
Sean Dockray (SD) About five years ago, I wrote this description:
AAAARG is a conversation platform - at different times it performs as a school, or
a reading group, or a journal.
AAAARG was created with the intention of developing critical discourse outside
of an institutional framework. But rather than thinking of it like a new building,
158

New Formations

imagine scaffolding that attaches onto existing buildings and creates new
architectures between them.
More straightforwardly, the project is a website where people share texts:
usually PDFs, anything from a couple of inspiring pages to a book or a
collection of essays. The people who use the site tend to be writers, artists,
organizers, activists, curators, architects, librarians, publishers, designers,
philosophers, teachers, or students themselves. Although the texts are most
often in the domain of critical or political theory, there are also technical
documents, legal decisions, works of fiction, government declarations, poetry
collections and so on. There is no moderation.
It’s hard to imagine it now as anything other than it is - which is really
a library, and not a school, a reading group, or a journal! Still, AAAARG
supports quite a few self-organised reading groups, it spawned a sister project
called The Public School, and now produces a small online publication,
‘Contents’. It’s used by many people in many ways, and even when that use is
‘finished,’ the texts remain available on the site for others to use as a shared
resource.
Dmitry Vilensky (DV) The workgroup Chto Delat? (What Is to Be Done?) has
been publishing a newspaper, of the same name, since 2003. The newspaper
was edited by myself and David Riff (2003-2008) in collaboration with the
workgroup Chto Delat?, and since 2008 is mostly edited by me in collaboration
with other members of the group.
The newspaper is bilingual (Russian and English), and appears on
an irregular basis (roughly 4-5 times a year). It varies between 16 and 24
pages (A3). Its editions (1,000-9,000 copies) are distributed for free at
different cultural events, exhibitions, social forums, political gatherings,
and universities, but it has no fixed network of distribution. At the moment,
with an on-line audience much bigger than that for the paper version of the
newspaper, we concentrate more on newspapers as part of the exhibition and
contextualisation of our work - a continuation of art by other means.
Each newspaper addresses a theme or problem central to the search for
new political subjectivities, and their impact on art, activism, philosophy, and
cultural theory. So far, the rubrics and sections of the paper have followed a
free format, depending on theme at hand. There are no exhibition reviews.
The focus is on the local Russian situation, which the newspaper tries to link
to a broader international context. Contributors include artists, art theorists,
philosophers, activists, and writers from Russia, Western Europe and the
United States.
It is also important to focus on the role of publication as translation
device, something that is really important in the Russian situation – to
introduce different voices and languages and also to have a voice in different
international debates from a local perspective.
Materialities Of Independent Publishing 159

Pauline van Mourik Broekman (PvMB) After so many years - we’ve been at it

4. See Pauline van
Mourik Broekman
(2011) ‘Mute’s
100% Cut by
ACE - A Personal
Consideration of
Mute’s Defunding’,
http://www.
metamute.org/en/
mute_100_per_cent_
cut_by_ace

5. Régis Debray,
‘Socialism: A LifeCycle’, New Left
Review 46 (2007):
5-28.

for 17! - I seem to find it harder and harder to figure out what ‘Mute’ is. But
sticking to the basic narrative for the moment, it formed as an artist-initiated
publication engaging with the question of what new technologies (read:
the internet and convergent media) meant for artistic production; asking
whether, or to what degree, the internet’s promise of a radically democratised
space, where a range of gate-keepers might be challenged, would upset the
‘art system’ as was (and sadly, still is). Since that founding moment in 1994,
when Mute appeared appropriating the format of the Financial Times, as
producers we have gradually been forced to engage much more seriously
- and materially - with the realities of Publishing with a capital ‘P’. Having
tried out six different physical formats in an attempt to create a sustainable
niche for Mute’s critical content - which meanwhile moved far beyond its
founding questions - our production apparatus now finds itself strangely
distended across a variety of geographic, institutional, professional and social
spaces, ranging from the German Leuphana University (with whom we have
recently started an intensive collaboration), to a series of active email lists,
to a small office in London’s Soho. It will be interesting to see what effect
this enforced virtualisation, which is predominantly a response to losing our
core funding from Arts Council England, will have on the project overall.4
Our fantastic and long-serving editorial board are thankfully along for the
ride. These are: Josephine Berry Slater, Omar El-Khairy, Matthew Hyland,
Anthony Iles, Demetra Kotouza, Hari Kunzru, Stefan Szczelkun, Mira Mattar
and Benedict Seymour.
WRITING POLITICS
NT Many thanks for your introductory words; I’m very pleased - they set
us off in intriguing and promising directions. I’m struck by the different
capacities and aims that you’ve highlighted in your publishing projects.
Moving now to focus on their specific features and media forms, I’d like us
to consider first the question of political writing, which comes across most
apparently in the descriptions from Jodi and Dmitry of I Cite and Chto
Delat?. This conversation aims to move beyond a narrow focus on textual
communication, and we will do so soon, but writing is clearly a key component
of the materialities of publishing. Political writing published more or less
independently of corporate media institutions has been a central aspect of
the history of radical cultures. Régis Debray recently identified what he calls
the ‘genetic helix’ of socialism as the book, the newspaper, and the school/
party.5 He argues, not uniquely, that in our era of the screen and the image,
this nexus collapses, taking radical politics with it - it’s a gloomy prognosis.
  Jodi and Dmitry, whether or not you have some sympathy for Debray’s
diagnosis, I think it is true to say that political writing still holds for you some
kind of political power, albeit that the conjunction of writing and radicalism
160

New Formations

has become most complicated. Dmitry, you talk of the themes of Chto Delat?
newspapers contributing to a ‘search for new political subjectivities’. Can you
discuss any specific examples of that practice - however tentative or precarious
they may be - from the concrete experience of publishing Chto Delat? Also, I’m
interested in the name of your group, ‘What Is to Be Done?’ What effect does a
name with such strong associations to the Russian revolutionary tradition have
in Russia - or indeed the US and elsewhere - today? I’m reminded of course
that it is in Lenin’s pamphlet of that title that he sets out his understanding
of the party newspaper as ‘collective organiser’ - not only in its distribution
and consumption, but in its production also. How do you relate to that model
of the political press?
  And Jodi, with regard to your comment about I Cite enabling a different
mode of ‘talk’ or ‘writing’ to that of academic writing or email, is there
a political dimension to this? Put another way, you have been exploring
the theme of ‘communism’ in your blog, but does this link up with the
communicative form of blog talk at all - or are blogs always and only in the
‘belly of the beast’?
JD Is there a political dimension to I Cite’s enabling a different mode of
‘talk’ or ‘writing’? This is hard. My first answer is no. That is, the fact of
blogging, that there are blogs and bloggers, is not in itself any more politically
significant than the fact that there is television, radio, film, and newspapers.
But saying this immediately suggests the opposite and I need to answer yes.
Just as with any medium, blogs have political effects. Much of my academic
writing is about the ways that networked communication supports and furthers
communicative capitalism, helping reformat democratic ideals into means for
the intensification of capitalism - and hence inequality. Media democracy, mass
participation in personal media, is the political form of neoliberal capitalism.
Many participate, a few profit thereby. The fact that I talk about communism
on my blog is either politically insignificant or significant in a horrible way.
As with the activity of any one blog or blogger, it exemplifies and furthers
the hold of capitalism as it renders political activity into individual acts of
participation. Politics becomes nothing but the individual’s contribution to
the flow of circulating media.
Well, this is a pretty unpleasant way for me to think about what I do on
I Cite, why I have kept track of the extremes of finance capital for over five
years, why I blog about Žižek’s writing, why I’ve undertaken readings of
Lenin, etc. And lately, since the Egyptian revolution, the mass protests in
Greece and Spain, and the movement around Occupy Wall Street in the
US, I’ve been wondering if I’ve been insufficiently dialectical or have overplayed the negative. What this amazing outpouring of revolutionary energy
has made me see is the collective dimension of blogs and social media. The
co-production of a left communicative common, that stretches across media
and is constituted through photos and videos uploaded from the occupations,
Materialities Of Independent Publishing 161

massive reposting, forwarding, tweeting, and lots of blog commentary, and
that includes mainstream journalistic outlets like the Guardian, Al Jazeera, and
the New York Times, this new left communicative common seems, for now at
any rate, to have an urgency and intensity irreducible to any one of its nodes.
It persists as the flow between them and the way that this flow is creating
something like its own media storm or front (I’m thinking in part here of
some of the cool visualisations of October 15 on Twitter - the modelling of
the number of tweets regarding demonstrations in Rome looks like some kind
of mountain or solar flare). I like thinking of I Cite as one of the thousands
of elements contributing to this left communicative common.
DV When I talk about a ‘search for new political subjectivities’ I mean, first
of all, that we see our main task as an educational process - to research certain
issues and try to open up the process of research to larger audiences who
could start to undertake their own investigations. Formally, we are located
in the art world, but we are trying to escape from the professional art public
and address the issues that we deal with to audiences outside of the art world.
We also have a very clear political identification embodied in the name of
our collective. The question of ‘What is to be done?’ is clearly marked by
the history of leftist struggle and thinking. The name of our group is an
actualisation of the history of the workers’ movement and revolutionary
theory in Russia. The name in itself is a gesture of actualisation of the past. I
was very glad when the last Documenta decided to choose the same title for
their leitmotif on education, so that now a rather broad public would know
that this question comes from a novel written by the Russian nineteenth
century writer Nikolai Chernyshevsky, and directly refers to the first socialist
workers’ self-organisation cells in Russia, which Lenin later actualised in his
famous 1902 pamphlet What Is to Be Done? Chto Delat? also sees itself as a
self-organizing collective structure that works through reflections on, and
redefinitions of, the political engagement of art in society.
To be engaged means for us that we practice art as a production of
knowledge, as a political and economic issue - and not a solitary contemplation
of the sublime or entertainment for the ruling class. It means to be involved
with all the complexities of contemporary social and political life and make
a claim that we, with all our efforts, are able to influence and change this
condition for the better. Whatever one means by ‘better’, we have an historical
responsibility to make the world more free, human and to fight alienation.
To openly display one’s leftism in the Russian historical moment of 2003
was not only a challenge in the sense of an artistic gesture; it also meant
adopting a dissident civic stance. For my generation, this was a kind of return
to Soviet times, when any honest artist was incapable of having anything to
do with official culture. In the same way, for us the contemporary Russian art
establishment had become a grotesque likeness of late-Soviet official culture,
to which it was necessary to oppose other values. So this was not a particularly
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New Formations

unique experience for us: we simply returned to our dissident youth. Yet at
the same time, in the 2000s, we had more opportunities to realise ourselves,
and we saw ourselves as part of an overall movement. Immediately after us,
other new civic initiatives arose with which it was interesting to cooperate:
among them, the Pyotr Alexeev Resistance Movement (2004), the Institute
for Collective Action (2004), the Vpered Socialist Movement (2005), and the
Russian Social Forum (2005). It was they who became our main reference
group: we still draw our political legitimacy from our relationships with them
and with a number of newer initiatives that have clearly arisen under our
influence.
At the same time, having positioned our project as international, we began
discovering new themes and areas of struggle: the theory of the multitude,
immaterial labour, social forums, the movement of movements, urban
studies, research into everyday life, etc. We also encountered past thinkers
(such as Cornelius Castoriadis and Henri Lefebvre) who were largely absent
from Russian intellectual discourse, as well as newer figures that were much
discussed at that time (such as Negri, Virno, and Rancière). There was a
strong sense of discovery, and this always gives one a particular energy. We
consciously strove to take the position of Russian cultural leftists who were
open-minded and focused on involvement in international cultural activist
networks, and we have been successful in realizing this aim.
MAGAZINE PLATFORM
NT I was a little concerned that starting a conversation about the ‘materialities’
of publishing with a question about writing and text might lead us in the wrong
direction, but as is clear from Jodi’s and Dmitry’s comments, writing is of
course a material practice with its own technological and publishing forms,
cognitive and affective patterns, temporal structures, and subjectifying powers.
With regard to the materialities of digital publishing, your description, Jodi,
of a ‘media storm’ emerging from the Occupy movement is very suggestive
of the way media flows can aggregate into a kind of quasi-autonomous entity,
taking on a life of its own that has agential effects as it draws participants up
into the event. In the past that might have been the function of a manifesto
or slogan, but with social media, as you suggest, the contributing parts to
this agential aggregate become many and various, including particular blogs,
still and moving image files, analytic frameworks, slogans or memes (‘We
are the 99%’), but also more abstract forms such as densities of reposting
and forwarding, and, in that wonderful ‘VersuS’ social media visualisation
you mention, cartographies of data flow. Here a multiplicity of social media
communications, each with their particular communicative function on the
day, are converted into a strange kind of collective, intensive entity, a digital
‘solar flare’ as you put it.6 Its creators, ‘Art is Open Source’, have made
some intriguing comment about how this intensive mapping might be used
Materialities Of Independent Publishing 163

6. Art Is Open
Source, ‘VersuS
- Rome, October
15th, the Riots on
Social Networks’,
http://www.
artisopensource.
net/2011/10/16/
versus-rome-october15th-the-riots-onsocial-networks/

7. See http://
upload.wikimedia.
org/wikipedia/
commons/2/24/
Chartist_
meeting%2C_
Kennington_
Common.jpg

tactically in real time and, subsequently, as a means of rethinking the nature
and representational forms of collective action - it would be interesting in this
regard to compare the representational effects of this Twitter visualisation with
the photograph of the 1848 ‘monster meeting’ of the Chartists in Kennington
Common, said to be the first photograph of a crowd.7
But returning to your own publishing projects, I’m keen to hear more from
Pauline and Sean about the technical and organizational structure of Mute
and AAAAARG. Pauline, as Mute has developed from a printed magazine to
the current ‘distended’ arrangement of different platforms and institutions,
has it been accompanied by changes in the way the editorial group have
characterised or imagined Mute as a project? And can you comment more on
how Mute’s publishing platforms and institutional structures are organised? I
would be interested to hear too if you see Mute as having any kind of agential
effects or quasi-autonomy, along the lines mentioned above - are there ways
in which the magazine itself serves to draw certain relations between people,
things, and events?
PvMB Reading across these questions I would say that, in Mute’s case, a
decisive role has been played by the persistently auto-didactic nature of the
project; also the way we tend to see-saw between extreme stubbornness and
extreme pragmatism. Overall, our desire has been, simply, to produce the
editorial content that feels culturally, socially, politically ‘necessary’ in the
present day (and of course this is historically and even personally contingent;
a fundamentally embodied thing), and to find and develop the forms in
which to do that. These forms range from textual and visual styles and idioms
(artistic, experimental, academic, journalistic), the physical carriers for them,
and then the software systems and infrastructures for which these are also
converted and adapted. It bears re-stating that these need to be ones we are
able to access, work with; and that grant us the largest possible audience for
our work.
If you mix this ‘simple’ premise with the cultural and economic context
in which we found ourselves in the UK, then you have to account for its
interaction with a whole raft of phenomena, ranging from the dot com
boom and yBa cultures of the ’90s; the New Labour era (with its Creative
Industries and Regeneration-centric funding programmes); the increasing
corporatisation of mainstream cultural institutions and media; the explosion
of cheap, digital tools and platforms; the evolution of anti-capitalist struggles
and modes of activism; state incursion into/control over all areas of the
social body; discourses around self-organisation; the financial crisis; and so
on and so forth. In this context, which was one of easy credit and relatively
generous state funding for culture, Mute for a long time did manage to eek
out a place for its activity, adapting its working model and organisational
economy in a spirit of - as I said - radical pragmatism. The complex material
and organisational form that has resulted from this (which, to some people’s
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New Formations

surprise, includes things like consultancy services in ‘digital strategy’ aimed
at the cultural sector, next to broadly leftist cultural critique) may indeed
have some kind of agential power, but it is really very hard to say what it is,
particularly since we resist systematic analysis of, and ‘singularising’ into,
homogenous categories of ‘audience’ or ‘client base’.
Listening to other small, independent publications analyse their
developmental process (like I recently did with, to name one example, the
journal Collapse), I think there are certain processes at play which recur in
many different settings.8 For me the most interesting and important of these
is the way that a journal or magazine can act as a kind of connection engine
with ‘strangers’, due to its function as a space of recognition, affinity, or
attractive otherness (with this I mean that it’s not just about recognising and
being semi-narcissistically drawn to an image of oneself, one’s own subjectivity
and proclivities; but the manner readers are drawn to ‘alien’ ideas that are
nonetheless compelling, troubling, or intriguing - hence drawing them
into the reader - and potentially even contributor - circle of that journal). If
there’s quite an intense editorial process at the ‘centre’ of the journal - like
there is, and has always been, with Mute - then this connection-engine draws
people in, propels people out, in a continual, dynamic process, which, due
to its intensity, very effectively blurs the lines of ‘professionalism’, friendship,
editorial, social, political praxis.
For fear of being too waffley or recherché about this, I’d say this was - if
any - the type of agential power Mute also had, and that this becomes heavily
internationalised by dint of its situation on the Internet. In terms of how
Editors then conjure that, each one would probably do it differently - some
seeing it more like a traditional (print) journal, some getting quite swallowed
up by discourses around openness/distributedness/community-participation.
Aspects of that characterisation have probably also changed over time, in the
sense that, circa 2006/7, we might have held onto a more strictly autonomous
figure for our project, which is something I don’t think even the most hopeful
are able to do now – given our partnerships with an ‘incubator’ project in
a university (Leuphana), or our state funding for a commercially oriented
publishing-technology project (Progressive Publishing System / PPS).9 Having
said all that, the minute any kind of direct or indirect manipulation of
content started to occur, our editors would cease to be interested, so whatever
institutional affiliations we might be open to now that we would not have been
several years ago, it remains a delicate balance.
ARCHIVE SCAFFOLDING
NT Sean, you talk very evocatively of AAAAARG as a generative ‘scaffolding’
between institutions. Can you say more about this? Does this image of
scaffolding relate to discourses of media ‘independence’ or ‘institutional
critique’? And if scaffolding is the more abstract aspect of AAAAARG - its
Materialities Of Independent Publishing 165

8. http://www.
afterall.org/online/
publicationsuniaayp; http://
urbanomic.com/
index.php

9. http://www.
metamute.org/
services/r-d/
progressivepublishing-system

governing image - can you talk concretely about how specific aspects of the
AAAAARG platform function to further (and perhaps also obstruct) the
scaffolding? It would be interesting to hear too if this manner of existence
runs into any difficulties - do some institutions object to having scaffolding
constructed amidst them?
SD The image of scaffolding was simply a way of describing an orientation
with respect to institutions that was neither inside nor outside, dependent
nor independent, reformist or oppositional, etc. At the time, the institutions
I meant were specifically Universities, which seemed to have absorbed theory
into closed seminar rooms, academic formalities, and rarefied publishing
worlds. Especially after the momentum of the anti-globalisation movement
ran into the aftermath of September 11, criticality had more or less retreated,
exhausted within the well-managed circuits of the academy. ‘Scaffolding’ was
meant to allude to both networked communication media and to prefigurative,
improvisational quasi-institutions. It suggested the possibility of the office
worker who shuts her door and climbs out the window.
How did AAAAARG actually function with respect to this image? For
one, it circulated scans of books and essays outside of their normal paths
(trajectories governed by geographic distribution, price, contracts, etc.) so
that they became available for people that previously didn’t have access.
People eventually began to ask others for scans or copies of particular texts,
and when those scans were uploaded they stayed available on the site. When
a reading group uploaded a few texts as a way to distribute them among
members, those texts also stayed available. Everything stayed available. The
concept of ‘Issues’ provided a way for people to make subjective groupings
of texts, from ‘anti-austerity encampment movements’ to ‘DEPOSITORY TO
POST THE WRITTEN WORKS OF AMERICAN SOCIALISM. NO SOCIAL
SCIENCES PLEASE.’ These groupings could be shared so that anyone might
add a text into an Issue, an act of collective bibliography-making. The idea
was that AAAAARG would be an infinite resource, mobilised (and nurtured)
by reading groups, social movements, fringe scholars, temporary projects,
students, and so on.
My history is too general to be accurate and what I’m about to write is too
specific to be true, but I’ll continue anyway: due in part to the seductiveness of
The Coming Insurrection as well as the wave of student occupations beginning in
2009 (many accompanied by emphatic communiqués with a theoretical force
and refusal to make demands) it felt as though a plug had been pulled. Or
maybe that’s just my impression. But the chain of events - from the revolution
in Tunisia to Occupy Everything, but also the ongoing haemorrhaging of
social wealth into the financial industry - has certainly re-oriented political
discourse and one’s sense of what is possible.
As regards your earlier question, I’ve never felt as though AAAARG has had
any agential power because it’s never really been an agent. It didn’t speak or
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make demands; it’s usually been more of a site of potential or vision of what’s
coming (for better or worse) than a vehicle for making change. Compared
to publishing bodies, it certainly never produced anything new or original,
rather it actively explored and exploited the affordances of asynchronous,
networked communication. But all of this is rather commonplace for what’s
called ‘piracy,’ isn’t it?
Anyway, yes, some entities did object to the site - AAAARG was ultimately
taken down by the publisher Macmillan over certain texts, including Beyond
Capital.
NT AAAAARG’s name has varied somewhat over time. Can you comment
on this? Does its variability relate at all to the structure and functionality of
the web?
SD When people say or write the name they have done it in all kinds of
different ways, adding (or subtracting) As, Rs, Gs, and sometimes Hs. It’s had
different names over time, usually adding on As as the site has had to keep
moving. Since this perpetual change seems to be part of the nature of the
project, my convention has been to be deliberately inconsistent with the name.
I think one part of what you’re referring to about the web is the way in
which data moves from place to place in two ways - one is that it is copied
between directories or computers; and the other is that the addressing is
changed. Although it seems fairly stable at this point, over time it changes
significantly with things slipping in and out of view. We rely on search engines
and the diligence of website administrators to maintain a semblance of stability
(through 301 redirects, for example) but the reality is quite the opposite. I’m
interested in how things (files or simply concepts) circulate within this system,
making use of both visibility and invisibility. Another related dimension would
be the ease of citation, the ways in which both official (executed internally) and
unofficial (accomplished from the outside) copies of entire sites are produced
and eventually confront one another. I’ve heard of people who have backed
up the entirety of AAAAARG, some of whom even initiate new library projects
(such as Henry Warwick’s Alexandria project). The inevitable consequence
of all of this seems to be that the library manifests itself in new places and in
new ways over time - sometimes with additional As, but not always.
EXPERIMENTING WITH MEDIA FORM
NT The expression ‘independent media’ may still have some tactical use to
characterise a publishing space and practice in distinction from commercial
media, but it’s clear from what Pauline and Sean say here that Mute and
AAAAARG have moved a long way from the analytic frameworks of media
‘independence’ as some kind of autonomous or liberated media space. We
might characterise these projects more as ‘topological’ media forms: neither
Materialities Of Independent Publishing 167

inside nor outside institutions, but emergent from the interaction of diverse
platforms, political conjunctures, contributors, readers, concepts, and
financial or legal structures. Media projects in this image of topology would be
immanent to those diverse material relations, not delimited and autonomous
bodies carved out from them. (Not, of course, that this kind of distributed
and mutable structure in itself guarantees progressive political effects.)
I’d like to continue with this discussion of media form and consider in
more detail some specific instances of experimentation with publishing
practice. It seems to me that it is significant that most of you have a relation
to art practice. The work that Humanities researchers and political activists
generate with poststructuralist or Marxist theory should necessarily be selfcritical of its textual and media form, but it frequently fails to be so. Whereas
reflexive approaches would seem to be less easily avoided in art practice, at
least once it engages with the same body of theory - shoot me down if that’s
naive! In any case, I would venture that experimentation in publishing form
has a central place in the media projects we’re discussing. Alessandro, you
make that point, above, that Neural has ‘always experimented with publishing
in various ways’. Can you describe particular examples? It would be very
interesting to hear from you about Neural in this regard, but also about your
art projects ‘Amazon Noir’ and ‘Face to Facebook’.
AL Neural started surrounded by the thrills of the rising global ‘telematic’
networks in 1993, reflecting an interest in intertwining culture and technology
with publishing (either cyberpunk science fiction, internet artworks, or hacker
technologies and practices) in both print and digital media. So, printing a
magazine about digital art and culture in that historical moment meant to
be surrounded by stimuli that pushed beyond the usual structural design
forms and conceptual paradigms of publishing. After almost two decades we
can recognise also that that time was the beginning of the most important
mutation of publishing, through its new networked, screen-based and real
time dimensions. And the printed page started also to have a different role
in the late 2000s, but this role is still to be extensively defined.
At that time, in the mid-1990s, Neural tried to experiment with publishing
through different perspectives. First, aesthetically: the page numbering was
strictly in binary numbers, just zeros and ones, even if the printer started to
complain that this was driving him crazy. But also sensorially: we referred
to optical art, publishing large ‘optical’ artworks in the centrefold; and we
published ‘stereograms’ apparently rude black and white images, that when
viewed from a different angle revealed a three-dimensional picture, tricking
the readers’ eyes and drawing them into a new visual dimension for a while.
And finally, politically: in issue #18 we published a hacktivist fake, a double
page of fake stickers created by the Italian hacker laboratories’ network.
These fake stickers sarcastically simulated the real ones that are mandatory
on any book or CD/DVD sold in Italy, because of the strict law supporting the
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New Formations

national Authors’ and Musicians’ Society (SIAE). On the ones we published the
‘Unauthorized Duplication Prohibited’ sentence was replaced by: ‘Suggested
Duplication on any Media’.
As another example, in issue #30 we delivered ‘Notepad’ to all our
subscribers - an artwork by the S.W.A.M.P. duo. It was an apparently ordinary
yellow legal pad, but each ruled line, when magnified, reveals itself to be
‘microprinted’ text enumerating the full names, dates, and locations of each
Iraqi civilian death on record over the first three years of the Iraq War. And
in issue #40 we’ve printed and will distribute in the same way a leaflet of
the Newstweek project (a device which hijacks online major news websites,
changing them while you’re accessing internet on a wireless network) that at
first glance seems to be a classic telco corporate leaflet ad. All these examples
try to expand the printed page to an active role that transcends its usual mode
of private reading.
With these and other experiments in publishing, we’ve tried to avoid the
ephemerality that is the norm in ‘augmented’ content, where it exists just for
the spectacular sake of it. Placing a shortcut to a video through a QR code
can be effective if the connection between the printed resource and the online
content is not going to disappear soon, otherwise the printed information
will remain but the augmentation will be lost. And instead of augmenting the
experience in terms of entertainment, I’m much more in favour of triggering
specific actions (like supporting the online processes) and changes (like
taking responsibility for activating new online processes) through the same
smartphone-based technologies.
Another feature of our experimentation concerns the archive. The printing
and distribution of paper content has become an intrinsic and passive form of
archiving, when this content is preserved somewhere by magazine consumers,
in contrast to the potential disposability of online content which can simply
disappear at any minute if the system administrator doesn’t secure enough
copies. This is why I’ve tried to develop both theoretically and practically the
concept of the ‘distributed archive’, a structure where people personally take
the responsibility to preserve and share printed content. There are already
plenty of ‘archipelagos’ of previously submerged archives that would emerge,
if collectively and digitally indexed, and shared with those who need to access
them. I’m trying to apply this to Neural itself in the ‘Neural Archive’ project,
an online database with all the data about the publications received by Neural
during the years, which should be part of a larger network of small institutions,
whose final goal would be to test and then formulate a viable model to easily
build and share these kind of databases.
Turning to my projects outside of Neural, these social and commercial
aspects of the relation between the materiality of the printed page and the
manipulability of its digital embodiment were foregrounded in Amazon Noir,
an artwork which I developed with Paolo Cirio and Ubermorgen.10 This
work explored the boundaries of copyrighting text, examining the intrinsic
Materialities Of Independent Publishing 169

10. http://amazonnoir.com/

technological paradox of protecting a digital text from unauthorised copying,
especially when dealing with the monstrous amount of copyrighted content
buyable from Amazon.com. Amazon features a powerful and attractive
marketing tool called ‘Search Inside the Book’ which allows potential
customers to search the entire text of a book; Amazon Noir merely exploited
this mechanism by stretching it to its own logical conclusion. The software
script we used obtained the entire text and then automatically saved it as a
PDF file: once we had established the first sentence of the text, the software
then used the last words of this sentence as a search term for retrieving the
first words of the next sentence. By reiterating this process (a total of 2,000
to 3,000 queries for an average book) and automatically reconstructing the
fragments, the software ended up collecting the entire text. In order to better
visualise the process, we created an installation: two overhead projectors,
displaying the project’s logo and a diagram of the internal workings of our
software, as well as a medical incubator containing one of the ‘stolen’ (and
digitally reprinted) books. The book we chose to ‘steal’ was (of course) Steal
This Book, the American 1970s counterculture classic by the activist Abbie
Hoffman. In a sense, we literally ‘re-incarnated’ the book in a new, mutated
physical form. But we also put up a warning sign near the incubator:
The book inside the incubator is the physical embodiment of a complex Amazon.com
hacking action. It has been obtained exploiting the Amazon ‘Search Inside The Book’
tool. Take care because it’s an illegitimate and premature son born from the relationship
between Amazon and Copyright. It’s illegitimate because it’s an unauthorized print of a
copyright-protected book. And it’s premature because the gestation of this relationship’s
outcome is far from being mature.
We asked ourselves: what’s the difference between digitally scanning the text
of a book we already own, and obtaining it through Amazon Noir? In strictly
conceptual terms, there is no difference at all, other then the amount of time
we spent on the project. We wished to set up our own Amazon, definitively
circumventing the confusion of endless purchase-inducing stimuli. So we
stole the hidden and disjointed connections between the sentences of a text,
to reveal them for our own amusement and edification; we stole the digital
implementation of synaptic connections between memories (both human and
electronic) created by a giant online retailer in order to amuse and seduce us
into compulsive consumption; we were thieves of memory (in a McLuhanian
sense), stealing for the right to remember, the right to independently and
freely construct our own physical memory.
Finally, in Face to Facebook (developed again with Paolo Cirio and part of
the ‘Hacking Monopolism’ trilogy together with Amazon Noir and Google
Will Eat Itself) we ‘stole’ 1 million Facebook profiles’ public data, filtering
them through their profile pictures with face-recognition software, and then
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posted all the filtered data on a custom-made dating website, sorted by their
facial expression characteristics.11 In the installation we produced, we glued
more than 1,700 profile pictures on white-painted square wood panels,
and projected also the software diagram and an introductory video. Here
the ‘printed’ part deals more with materializing ‘stolen’ personal online
information. The ‘profile pictures’ treated as public data by Facebook, and
scraped with a script by Paolo and me, once properly printed are a terrific
proof of our online fragility and at the same time of how ‘printing’ is becoming
a contemporary form of ‘validation’. In fact we decided to print them on the
type of photographic paper once used for passport pictures (the ‘silk’ finish).
The amazing effect of all these faces together was completely different when
visualised in a video (‘overwhelming’ when zooming in and out), printed with
ink-jet printers (‘a huge amount of recognisable faces’), and on its proper
‘validating’ medium, photographic paper (giving the instant impression that
‘all those people are real’). What does it mean when the picture (with your
face) with which you choose to represent yourself in the potential arena of
700 Millions Facebook users is printed, re-contextualised, and exhibited
somewhere else, with absolutely no user control? Probably, it reinforces the
concept that print still has a strong role in giving information a specific status,
because more than five centuries of the social use of print have developed a
powerful instinctive attitude towards it.
POST-DIGITAL PRINT AND THE FUTURE OF THE BOOK
NT What you say here Alessandro about Neural’s concern to ‘expand the
printed page’ is very suggestive of the possibilities of print in new media
environments. Could you comment more on this theme by telling us how
you understand ‘post-digital print’, the topic of your current book project?
AL Post-Digital Print: the Mutation of Publishing since 1894 is the outcome
of quite extensive research that I carried out at the Willem De Kooning
Academy as guest researcher in the Communication Design program run by
Florian Cramer. The concept behind it is to understand both historically and
strategically the new role of print in the 2010s, dealing with the prophets
of its death and its digital competitors, but also its history as something of a
perfect medium, the oldest still in use and the protagonist of countless media
experiments, not to mention its possible evolution and further mutations. The
concept of post-digital print can be better explained through a description of
a few of its chapters. In the first chapter, I analyze ten different moments in
history when the death of paper was announced (before the digital); of course,
it never happened, proving that perhaps even current pronouncements
will prove to be mistaken (by the way, the first one I’ve found dates back to
1894, which explains the subtitle). In the second chapter I’ve tried to track
a history of how avant-garde and underground movements have used print
Materialities Of Independent Publishing 171

11. http://www.faceto-facebook.net/

tactically or strategically, reflecting or anticipating its evolutions. In the third
chapter I go deeper in analyzing the ‘mutation’ of paper in recent years, and
what ‘material paper represents in immaterial times’. And the sixth chapter
addresses the basis on which print can survive as an infrastructure and a
medium for sharing content and experience, and also as a way of generating
collective practice and alliances. Beyond this book, I’m continuing to research
the relationship between print and online in various forms, especially artistic
ones. Personally, I think this relationship will be one of the pivotal media
arenas of change (and so of new potential territories for experimentation
and innovation) in the coming years.

12. Theodor
W. Adorno,
‘Bibliographical
Musings’ in Notes
to Literature Volume
2, Shierry Weber
Nicholsen (trans),
Rolf Tiedemann
(ed), New York,
Columbia University
Press, 1992, p20.
13. Stéphane
Mallarmé, ‘The
Book: A Spiritual
Instrument’,
Bradford Cook
(trans), in Hazard
Adams (ed), Critical
Theory Since Plato,
New York, Harcourt
Brace, 1971, p691.

NT Taking a lead from some of these points, I’d like to turn to the material
forms of the book and the archive. Sensory form has historically played a key
role in constituting the body, experience, and metaphors of the book and the
archive. For both Adorno and Mallarmé, the physical and sensory properties of
the book are key to its promise, which lies to a large degree in its existence as
a kind of ‘monad’. For Adorno, the book is ‘something self-contained, lasting,
hermetic - something that absorbs the reader and closes the lid over him, as it
were, the way the cover of the book closes on the text’.12 And for Mallarmé, ‘The
foldings of a book, in comparison with the large-sized, open newspaper, have
an almost religious significance. But an even greater significance lies in their
thickness when they are piled together; for then they form a tomb in miniature
for our souls’.13 I find these to be very appealing characterisations of the book,
but today they come with a sense of nostalgia, and the strong emphasis they
place on the material form and physical characteristics of the printed book
appears to leave little room for a digital future of this medium. Sean, I want
to ask you two related questions on this theme. What happens to the sensory
properties of paper in AAAAARG - are they lost, reconfigured, replaced with
other sensory experiences? And what happens to the book in AAAAARG, once
it is digitised and becomes less a self-enclosed and autonomous object than, as
you put it, part of an ‘infinite resource’?
SD It is a romantic way of thinking about books - and a way that I also find
appealing - but of course it’s a characterisation that comes after the fact
of the book; it’s a way that Adorno, Mallarmé, and others have described
and generalised their own experiences with these objects. I see no reason
why future readers’ experiences with various forms of digital publishing
won’t cohere into something similar, feelings of attachment, enclosure,
impenetrability, and so on.
AAAARG is stuck in between both worlds. So many of the files on the site
are images of paper (usually taken with a scanner, but occasionally a camera)
packaged in a PDF. You can see it in the underlines, binding gradients,
folds, stains, and tears; and you can often, but not always, see the labour and
technology involved in making the transformation from physical to digital.
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New Formations

So one’s experience is often to be perhaps more aware of the paper that is
not there. Of course, there are other files which have completely divorced
themselves from any sense of the paper, whether because they are texts that
are native to the digital - or because of a particularly virtuosic scanning job.
There are problems with the nostalgia for books - a nostalgia that I am
most certainly stricken with. We can’t take the book object out of the political
economy of the book, and our attempts to recreate ‘the book’ in the digital will
very likely also import legal and economic structures that ought to be radically
reformulated or overthrown. In this context, as in others, there seem to be
a few ways that this is playing out, simultaneously: one is the replication of
existing territories and power structures by extending them into the digital;
another, in the spirit of the California Ideology, would be that attempt to use
the digital as a leading edge in reshaping the public, of subsuming it into
the market; and a third could be trying to make the best of this situation,
with access to tools and each other, in order to build new structures that are
more connected to those contesting the established and emerging forces of
control.
And what’s more, it seems like the physical book itself is becoming
something else - material is recombined and re-published and re-packaged
from the web, such that we now have many more books being published each
year than ever before - perhaps not as self-enclosed as it was for Adorno. I
don’t want to make equivalences between the digital and physical book - there
are very real physiological and psychical differences between holding ink on
paper versus holding a manufactured hard drive, coursing with radio waves
and emitting some frequency of light - but I think the break is really staggered
and imperfect. We’ll never really lose the book and the digital isn’t confined
to pixels on a screen.
WHATEVER BLOGGING
NT Turning to social media, I want to ask Jodi to comment more on the
technical structures of the blog. In Blog Theory you propose an intriguing
concept of ‘whatever blogging’ to describe the association of blogs with the
decline of symbolic efficiency, as expressions are severed from their content
and converted into quantitative values and graphic representations of
communication flow.14 The more we communicate, it seems, the more what is
communicated tends toward abstraction, and the evacuation of consequence
save for the perpetuation of communication. Can you describe the technical
features and affective qualities of this process, how the field of ‘whatever
blogging’ is constituted? And how might we oppose these tendencies? Can
we reaffirm writing as deliberation and meaning? Are there any ways to make
progressive use of the ‘whatever’ field?
JD The basic features of blogs include posts (which are time-stamped,
Materialities Of Independent Publishing 173

14. Jodi Dean, Blog
Theory: Feedback and
Capture in the Circuits
of Drive, Cambridge,
Polity Press, 2010.

permalinked, and archived), comments, and links. These features aren’t
necessarily separate insofar as posts have permalinks and can themselves
be comments; for example, that a specific blog has disabled its comment
feature doesn’t preclude the possibility of a discussion arising about that blog
elsewhere. Two further features of blogs arise from their settings: hits (that
is, viewers, visitors) and a kind of generic legibility, or, what we might call
the blog form (the standard visual features associated with but not exclusive
to popular platforms like Blogger and Typepad). I bring up the latter point
since so much of online content is now time-stamped, permalinked, and
archived, yet we would not call it a blog (the New York Times website has blogs
but these are sub-features of the site, not the site itself). All these features
enable certain kinds of quantification: bloggers can know how many hits we
get on a given day (even minute by minute), we can track which posts get
the most hits, which sites send us the most visitors, who has linked to us or
re-blogged our content, how popular we are compared to other blogs, etc.
Now, this quantification is interesting because it accentuates the way that,
regardless of its content, any post, comment, or link is a contribution; it is an
addition to a communicative field. Half the visitors to my blog could be rightwing bad guys looking for examples of left-wing lunacy - but each visitor counts
the same. Likewise, quantitatively speaking, there is no difference between
comments that are spam, from trolls, or seriously thoughtful engagements.
Each comment counts the same (as in post A got 25 comments; post B didn’t
get any). Each post counts the same (an assumption repeated in surveys of
bloggers - we are asked how many times we post a day). Most bloggers who
blog for pay are paid on the basis of the two numbers: how many posts and
how many comments per post. Whether the content is inane or profound is
irrelevant.
The standardisation and quantification of blogging induce a kind of
contradictory sensibility in some bloggers. On the one hand, our opinion
counts. We are commenting on matters of significance (at least to someone
- see, look, people are reading what we write! We can prove it; we’ve got the
numbers!). Without this promise or lure of someone, somewhere, hearing
our voice, reading our words, registering that we think, opine, and feel,
there wouldn’t be blogging (or any writing for another). On the other hand,
knowing that our blog is one among hundreds of millions, that we have very
few readers, and we can prove it - look, only 100 hits today and that was to
the kitty picture - provides a cover of anonymity, the feeling that one could
write absolutely anything and it would be okay, that we are free to express
what we want without repercussion. So bloggers (and obviously I don’t have
in mind celebrity bloggers or old-school ‘A-list bloggers’) persist in this
affective interzone of unique importance and liberated anonymity. It’s like
we can expose what we want without having to deal with any consequences
- exposure without exposure. Thus, a few years ago there were all sorts of
stories about people losing their jobs because of what they wrote on their
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New Formations

blogs. Incidentally, the same phenomenon occurs in other social media - the
repercussions of indiscrimination that made their way to Facebook.
The overall field of social media, then, relies on this double sense of
exposing without being exposed, of being unique but indistinguishable. What
registers is the addition to the communicative field, the contribution, not the
content, not the meaning. Word clouds are great examples here - they are
graphic representations of word frequency. They can say how many times a
word is used, but not the context or purpose or intent or connotation of its
use. So a preacher could use the word ‘God’ as many times as the profaner;
the only difference is that the latter also uses the words ‘damn it.’
Can this field where whatever is said counts the same as any other thing
that is said be used progressively? Not really; I mean only in a very limited
way. Sure, there are spam operations and ways to try to manipulate search
engine results. But if you think about it, most critical work relies on a level of
meaning. Satire, irony, comedy, deconstruction, détournement all invoke a
prior meaningful setting into which they intervene. Rather than ‘progressive
use of the whatever field’ I would urge a more direct and decisive assertion of
collective political will, something that cuts through the bland whateverness
without commitments to recognise that this is nothing but the maintenance
of the malleable inhabitants of capitalism when what is really needed is the
discipline of communist collectives.
NEWSPAPER AS PEDAGOGY AND MONUMENT
NT Dmitry, the Chto Delat? group produces work across a range of media film, radio, performance, installation, website, blog - but the media form of
the ‘newspaper’ has an especially significant place for you: Chto Delat? began
its collective work through the production of a newspaper and has continued
to produce newspapers as a key part of its exhibitions and interventions.
Many will argue that the newspaper is now a redundant or ‘retro’ media form,
given the superior distributive and interactive capacities of digital media.
But such assessments fail to appreciate the complex form and functionality
of the newspaper, which is not merely a means of information distribution.
It is noteworthy in this regard that the Occupy movement (which has been a
constant throughout this conversation) has been producing regular printed
newspapers from the precarious sites of occupation, when an exclusive focus
on new media might have been more practical.
So, I would like to ask you some questions about the appeal of the media
form of the newspaper. First, Chto Delat?’s emphasis on self-education is
influenced by Paulo Freire, but on this theme of the newspaper it is the
pedagogical practice of Jean Oury and Félix Guattari that comes to my mind.
For Oury and Guattari (building on work by Célestin Freinet on ‘institutional
pedagogy’) the collectively produced publication works as a therapeutic ‘third
object’, a mediator to draw out, problematise, and transversalise social and
Materialities Of Independent Publishing 175

15. Gary Genosko,
Félix Guattari: A
Critical Introduction,
Cambridge, Pluto
Press, 2009;
Genosko, ‘Busted:
Félix Guattari
and the Grande
Encyclopédie des
Homosexualités’,
Rhizomes 11/12
(2005/6), http://
www.rhizomes.net/
issue11/genosko.
html ; François
Dosse, Gilles Deleuze
and Félix Guattari:
Intersecting Lives, D.
Glassman (trans),
New York, Columbia
University Press,
2010.

16. Christina
Kiaer, Imagine
No Possessions:
The Socialist
Objects of Russian
Constructivism,
London, The
MIT Press, 2005;
Nicholas Thoburn,
‘Communist Objects
and the Values of
Printed Matter’,
Social Text 28, 2
(2010): 1-30.
17. Gilles Deleuze
and Félix Guattari,
What Is Philosophy?
G. Burchell and H.
Tomlinson (trans),
London, Verso,
1994, pp167-8,
pp176-7.

libidinal relations among groups, be they psychiatric associations or political
collectives. Gary Genosko has published some fascinating work on this aspect
of Guattari’s praxis, and it comes across clearly in the Dosse biography of
Deleuze and Guattari.15 With this question of group pedagogy in mind, what is
the role of the newspaper in the self-organisation and self-education practice
of Chto Delat?
DV The interrelations between all forms of our activity is very important, Chto
Delat? is conceived as an integral composition: we do research on a film project
and some materials of this research get published in the newspaper and in
our on-line journal (which is on-line extension of the newspaper); we start to
work on the publication and its outcomes inspire work on a new installation;
we plan an action and build a collaboration with new actors and it triggers a
new publication and so on. But in general, the newspaper is used as a medium
of contextualisation and communication with the broader community, and as
an interventionist pressure on mainstream cultural production.
I did not know about Guattari’s ideas here, but I totally agree. Yes, for us
the newspaper is also a ‘third object’ which carries a therapeutic function when it is printed despite all the impossibilities of making it happen, after all
the struggle around content, finance, and so on, the collective gets a mirror
which confirms its own fragile and crisis-ridden existence.
NT If we turn to the more physical and formal qualities, does the existence of
the newspaper as an ‘object’ have any value or significance to you? Chto Delat?
has made enticing engagements with the Constructivist project - you talk of
‘actualising’ Constructivism in new circumstances. To that end, I wonder if the
newspaper may be a way of actualising the Constructivist theme of the object
as ‘comrade’, as Rodchenko put it, where the revolution is the liberation of the
human and the object, what Arvatov called the ‘intensive expressiveness’ of
matter?16 Another way of thinking this theme of the newspaper as a political
object is through what Deleuze and Guattari call a ‘monument’, a compound
of matter and sensation that ‘stands up by itself ’, independent of its creator,
as a product of the event and a projection into the future:
the monument is not something commemorating a past, it is a bloc of
present sensations that owe their preservation only to themselves and that
provide the event with the compound that celebrates it. The monument’s
action is not memory but fabulation … [I]t confides to the ear of the future
the persistent sensations that embody the event: the constantly renewed
suffering of men and women, their recreated protestations, their constantly
resumed struggle.17
DV Yes, the materiality (the ‘weight’) of newspaper is really important.
You should carry it for distribution, pass it from hand to hand, there is an
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New Formations

important pressure of piles of newspapers stocked in the exhibition halls as takeaway artifacts (really monumental), or used as a wallpaper for installations.
We love these qualities, and the way they organise a routine communication
inside the group: ‘Hi there! Do you have newspapers to distribute at the rally
tomorrow? How many? Should we post a new batch?’ At a more subjective
level, I love to get the freshly printed newspaper in my hands; yes, it is a drug,
particularly in my case, when all the processes of production come through
my hands - first the idea, then editorial communication, lay-out, graphics,
finance, and then print.
PRINT/ONLINE
NT On this theme, I want to ask Pauline if you can comment on the place
of printed paper in the history and future of Mute? I have in mind your
experiments with paper stock, the way paper interfaces with digital publishing
platforms (or fails to), the pleasures, pains, and constraints of producing a
printed product in the digital environment.
PvMB All this talk of newspapers is making me very nostalgic. It was the
first print format that we experimented with, and I agree it’s one of the most
powerful - both in terms of the historical resonances it can provoke, and
in terms of what you can practically do with it (which includes distributing
editorial to many people for quite low costs, being experimental with lay-out,
type, images; and yes, working through this ‘third object’, with all that that
might imply). The Scottish free-circulation newspaper, Variant, is testimony to
this, having hung onto the format much more doggedly than Mute did, and
continuing to go strong, in spite of all the difficult conditions for production
that all of us face.18 There again, where Variant has shown the potential power
and longevity of freely distributed critical content (which they also archive fully
on the web), the rise and rise of free newspapers - wherein editorial functions
as nothing more than a hook for advertising, targeted at different ‘segments’
of the market – shouldn’t be forgotten either, since this might represent the
dominant function this media form presently holds.
I shouldn’t take too much time talking about the specifics here, but the
shelf-display-and-sale model of distribution which Mute chose for its printed
matter - on the eve of the assault this suffered from free online editorial
- landed us in some kind of Catch-22 which, nearly two decades later, we
still can’t quite figure the exit to. Important coordinates here are: the costs
involved in developing high quality editorial (research, commissioning,
layout, proofing, printing; but also the maintenance of an organisation with
- apart from staff - reliable systems for admin, finance, legal, a constitutional
apparatus); the low returns you get on ‘specialist’ editorial via shelf-sales
(particularly if you can’t afford sustained Marketing/Distribution, and the
offline distribution infrastructure itself starts to crumble under the weight of
Materialities Of Independent Publishing 177

18. Since this
conversation took
place, Variant has lost
its Creative Scotland
funding and has
(temporarily, one
hopes) suspended
publication. See
http://www.variant.
org.uk/publication

online behemoths like Amazon); and then finally the lure to publish online,
borne of promises of a global audience and the transcendence of a lot of
those difficulties.
Mute’s original newspaper format constituted an art-like gesture: it
encapsulated many things we wanted to speak about, but in ‘mute’, visual,
encoded form - epitomised by the flesh tones of the FT-style newspaper,
which insisted on the corporeal substrate of the digital revolution, as well as
its intimate relationship to speculation and investment finance (a condition,
we sought to infer, that it shared with all prior communications and
infrastructural revolutions). Thereafter, our experiments with paper were an
engagement with the ‘Catch-22’ described above, whose negative effects we
nevertheless perceived as mere obstacles to be negotiated, as we continued
hopefully, stubbornly, to project a global community of readers we might
connect with and solidarities we might forge - as everyone does, I guess.
We didn’t want to change our editorial to suit the market, so instead focused
on the small degrees of freedom and change afforded to us by its carrier,
i.e. the varying magazine formats at our disposal (quarterly/biannual, small/
large, full colour/mono, lush/ziney). In retrospect, we may have overplayed
the part played by desire in reading and purchasing habits (in the sense that
we thought we could sway potential purchasers to support Mute by plying
them with ever more ‘appealing’ objects). Be that as it may, it did push us
to mine this liminal zone between paper and pixel that Sean evokes so well
- particularly, I’d say, in the late ’90s/early 2000s, when questions over the
relationship between the ‘real’ and ‘virtual’ raged to nigh obsessional levels,
and magazines’ visual languages also grappled with their representation, or
integration.
Where we stand now, things are supposed to have stabilised somewhat.
The medial and conceptual hyper experimentation triggered by projected
‘digital futures’ has notionally died down, as mature social media and digital
publishing platforms are incorporated into our everyday lives, and the
behaviours associated with them normalised (the finger flicks associated with
the mobile or tablet touch screen, for example). Somewhere along the line you
asked about ePublishing. Well, things are very much up in the air on this front
currently, as independent publishers test the parameters and possibilities of
ePublishing while struggling to maintain commercial sustainability. Indeed, I
think the independent ePublishing situation, exciting though it undoubtedly
is, actually proves that this whole narrative of normalisation and integration
is a complete fiction; that, if there is any kind of ‘monument’ under collective
construction right now, it is one built under the sign of panic and distraction.
This conversation took place by email over the course of a few months from October
2011. Sponsorship was generously provided by CRESC (Centre for Research on SocioCultural Change), http://www.cresc.ac.uk/

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