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
8
9
10
Marcia Chatelain, ‘How to Teach Kids About What’s Happening in Ferguson’, The Atlantic, 25
August 2014, https://www.theatlantic.com/education/archive/2014/08/how-to-teach-kids-aboutwhats-happening-in-ferguson/379049/.
Frank Leon Roberts, ‘Black Lives Matter: Race, Resistance, and Populist Protest’, 2016, http://
www.blacklivesmattersyllabus.com/fall2016/.
‘#StandingRockSyllabus’, NYC Stands with Standing Rock, 11 October 2016, https://
nycstandswithstandingrock.wordpress.com/standingrocksyllabus/.
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a useful, fresh format precisely for the characteristics that foreground its connections to older pedagogical traditions and techniques, predating digital cultures?
#Syllabus can indeed be analyzed as falling within a long lineage of pedagogical tools
created by social movements to support processes of political subjectivation and the
building of collective consciousness. Activists and militant organizers have time and
again created and used various textual media objects—such as handouts, pamphlets,
cookbooks, readers, or manifestos—to facilitate a shared political analysis and foment
mass political mobilization.
In the context of the US, anti-racist movements have historically placed great emphasis on critical pedagogy and self-education. In 1964, the Council of Federated Organizations (an alliance of civil rights initiatives) and the Student Nonviolent
Coordinating Committee (SNCC), created a network of 41 temporary alternative
schools in Mississippi. Recently, the Freedom Library Project, a campaign born out
of #FergusonSyllabus to finance under-resourced pedagogical initiatives, openly
referenced this as a source of inspiration. The Freedom Summer Project of 1964
brought hundreds of activists, students, and scholars (many of whom were white)
from the north of the country to teach topics and issues that the discriminatory
state schools would not offer to black students. In the words of an SNCC report,
Freedom Schools were established following the belief that ‘education—facts to
use and freedom to use them—is the basis of democracy’,11 a conviction echoed
by the ethos of contemporary #Syllabus initiatives.
Bob Moses, a civil rights movement leader who was the head of the literary skills initiative in Mississippi, recalls the movement’s interest, at the time, in teaching methods
that used the very production of teaching materials as a pedagogical tool:
I had gotten hold of a text and was using it with some adults […] and noticed that
they couldn’t handle it because the pictures weren’t suited to what they knew […]
That got me into thinking about developing something closer to what people were
doing. What I was interested in was the idea of training SNCC workers to develop
material with the people we were working with.12
It is significant that for him the actual use of the materials the group created was much
less important than the process of producing the teaching materials together. This focus
on what could be named as a ‘pedagogy of teaching’, or perhaps more accurately ‘the
pedagogy of preparing teaching materials’, is also a relevant mechanism at play in the
current #Syllabus initiatives, as their crowdsourcing encourages different kinds of people
to contribute what they feel might be relevant resources for the broader movement.
Alongside the crucial import of radical black organizing, another relevant genealogy in
which to place #Syllabus would be the international feminist movement and, in particular, the strategies developed in the 70s campaign Wages for Housework, spearheaded
11
12
Daniel Perlstein, ‘Teaching Freedom: SNCC and the Creation of the Mississippi Freedom Schools’,
History of Education Quarterly 30.3 (Autumn 1990): 302.
Perlstein, ‘Teaching Freedom’: 306.
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by Selma James and Silvia Federici. The Wages for Housework campaign drove home
the point that unwaged reproductive labor provides a foundation for capitalist exploitation. They wanted to encourage women to denaturalize and question the accepted
division of labor into remunerated work outside the house and labor of love within
the confines of domesticity, discussing taboo topics such as ‘prostitution as socialized housework’ and ‘forced sterilization’ as issues impacting poor, often racialized,
women. The organizing efforts of Wages for Housework held political pedagogy at their
core. They understood that that pedagogy required:
having literature and other materials available to explain our goals, all written in a
language that women can understand. We also need different types of documents,
some more theoretical, others circulating information about struggles. It is important
that we have documents for women who have never had any political experience.
This is why our priority is to write a popular pamphlet that we can distribute massively and for free—because women have no money.13
The obstacles faced by the Wages for Housework campaign were many, beginning
with the issue of how to reach a dispersed constituency of isolated housewives
and how to keep the revolutionary message at the core of their claims accessible
to different groups. In order to tackle these challenges, the organizers developed
a number of innovative communication tactics and pedagogical tools, including
strategies to gain mainstream media coverage, pamphlets and leaflets translated
into different languages,14 a storefront shop in Brooklyn, and promotional tables at
local events.
Freedom Schools and the Wages for Housework campaign are only two amongst
the many examples of the critical pedagogies developed within social movements.
The #Syllabus phenomenon clearly stands in the lineage of this history, yet we should
also highlight its specificity in relation to the contemporary political context in which it
emerged. The #Syllabus acknowledges that since the 70s—and also due to students’
participation in protests and their display of solidarity with other political movements—
subjects such as Marxist critical theory, women studies, gender studies, and African
American studies, together with some of the principles first developed in critical pedagogy, have become integrated into the educational system. The fact that many initiators of #Syllabus initiatives are women and Black academics speaks to this historical
shift as an achievement of that period of struggles. However, the very necessity felt by
these educators to kick-start their #Syllabus campaigns outside the confines of academia simultaneously reveals the difficulties they encounter within the current privatized and exclusionary educational complex.
13
14
Silvia Federici and Arlen Austin (eds) The New York Wages for Housework Committee 1972-1977:
History, Theory and Documents. New York: Autonomedia, 2017: 37.
Some of the flyers and pamphlets were digitized by MayDay Rooms, ‘a safe haven for historical
material linked to social movements, experimental culture and the radical expression of
marginalised figures and groups’ in London, and can be found in their online archive: ‘Wages
for Housework: Pamphlets – Flyers – Photographs’, MayDay Rooms, http://maydayrooms.org/
archives/wages-for-housework/wfhw-pamphlets-flyers-photographs/.
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#Syllabus as a Media Object
Besides its contextualization within the historical legacy of previous grassroots mobilizations, it is also necessary to discuss #Syllabus as a new media object in its own
right, in order to fully grasp its relevance for the future politics of knowledge production and transmission.
If we were to describe this object, a #Syllabus would be an ordered list of links to
scholarly texts, news reports, and audiovisual media, mostly aggregated through a
participatory and iterative process, and created in response to political events indicative of larger conditions of structural oppression. Still, as we have seen, #Syllabus
as a media object doesn’t follow a strict format. It varies based on the initial vision
of their initiators, political causes, and social composition of the relevant struggle.
Nor does it follow the format of traditional academic syllabi. While a list of learning
resources is at the heart of any syllabus, a boilerplate university syllabus typically
also includes objectives, a timetable, attendance, coursework, examination, and an
outline of the grading system used for the given course. Relieved of these institutional
requirements, the #Syllabus typically includes only a reading list and a hashtag. The
reading list provides resources for understanding what is relevant to the here and
now, while the hashtag provides a way to disseminate across social networks the call
to both collectively edit and teach what is relevant to the here and now. Both the list
and the hashtag are specificities and formal features of the contemporary (internet)
culture and therefore merit further exploration in relation to the social dynamics at
play in #Syllabus initiatives.
The different phases of the internet’s development approached the problem of the
discoverability of relevant information in different ways. In the early days, the Gopher
protocol organized information into a hierarchical file tree. With the rise of World Wide
Web (WWW), Yahoo tried to employ experts to classify and catalog the internet into
a directory of links. That seemed to be a successful approach for a while, but then
Google (founded in 1998) came along and started to use a webgraph of links to rank
the importance of web pages relative to a given search query.
In 2005, Clay Shirky wrote the essay ‘Ontology is Overrated: Categories, Links and
Tags’,15 developed from his earlier talk ‘Folksonomies and Tags: The Rise of User-Developed Classification’. Shirky used Yahoo’s attempt to categorize the WWW to argue
against any attempt to classify a vast heterogenous body of information into a single
hierarchical categorical system. In his words: ‘[Yahoo] missed [...] that, if you’ve got
enough links, you don’t need the hierarchy anymore. There is no shelf. There is no file
system. The links alone are enough.’ Those words resonated with many. By following
simple formatting rules, we, the internet users, whom Time magazine named Person of
the Year in 2006, proved that it is possible to collectively write the largest encyclopedia
ever. But, even beyond that, and as per Shirky’s argument, if enough of us organized
our own snippets of the vast body of the internet, we could replace old canons, hierarchies, and ontologies with folksonomies, social bookmarks, and (hash)tags.
15
Clay Shirky, ‘Ontology Is Overrated: Categories, Links, and Tags’, 2005, http://shirky.com/writings/
herecomeseverybody/ontology_overrated.html.
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Very few who lived through those times would have thought that only a few years later
most user-driven services would be acquired by a small number of successful companies and then be shut down. Or, that Google would decide not to include the biggest
hashtag-driven platform, Twitter, into its search index and that the search results on
its first page would only come from a handful of usual suspects: media conglomerates, Wikipedia, Facebook, LinkedIn, Amazon, Reddit, Quora. Or, that Twitter would
become the main channel for the racist, misogynist, fascist escapades of the President
of United States.
This internet folk naivety—stoked by an equally enthusiastic, venture-capital-backed
startup culture—was not just naivety. This was also a period of massive experimental
use of these emerging platforms. Therefore, this history would merit to be properly
revisited and researched. In this text, however, we can only hint to this history: to contextualize how the hashtag as a formalization initially emerged, and how with time the
user-driven web lost some of its potential. Nonetheless, hashtags today still succeed in
propagating political mobilizations in the network environment. Some will say that this
propagation is nothing but a reflection of the internet as a propaganda machine, and
there’s no denying that hashtags do serve a propaganda function. However, it equally
matters that hashtags retain the capacity to shape coordination and self-organization,
and they are therefore a reflection of the internet as an organization machine.
As mentioned, #Syllabus as a media object is an ordered list of links to resources.
In the long history of knowledge retrieval systems and attempts to help users find
relevant information from big archives, the list on the internet continues in the tradition of the index card catalog in libraries, of charts in the music industry, or mixtapes
and playlists in popular culture, helping people tell their stories of what is relevant and
what isn’t through an ordered sequence of items. The list (as a format) together with
the hashtag find themselves in the list (pun intended) of the most iconic media objects
of the internet. In the network media environment, being smart in creating new lists
became the way to displace old lists of relevance, the way to dismantle canons, the
way to unlearn. The way to become relevant.
The Academic Syllabus Migrates Online
#Syllabus interventions are a challenge issued by political struggles to educators as
they expose a fundamental contradiction in the operations of academia. While critical pedagogies of yesteryear’s social movements have become integrated into the
education system, the radical lessons that these pedagogies teach students don’t
easily reconcile with their experience: professional practice courses, the rethoric of
employability and compulsory internships, where what they learn is merely instrumental, leaves them wondering how on earth they are to apply their Marxism or feminism
to their everyday lives?
Cognitive dissonance is at the basis of degrees in the liberal arts. And to make things
worse, the marketization of higher education, the growing fees and the privatization
of research has placed universities in a position where they increasingly struggle to
provide institutional space for critical interventions in social reality. As universities become more dependent on the ‘customer satisfaction’ of their students for survival, they
steer away from heated political topics or from supporting faculty members who might
decide to engage with them. Borrowing the words of Stefano Harney and Fred Moten,
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‘policy posits curriculum against study’,16 creating the paradoxical situation wherein
today’s universities are places in which it is possible to do almost everything except
study. What Harney and Moten propose instead is the re-appropriation of the diffuse
capacity of knowledge generation that stems from the collective processes of selforganization and commoning. As Moten puts it: ‘When I think about the way we use the
term ‘study,’ I think we are committed to the idea that study is what you do with other
people.’17 And it is this practice of sharing a common repertoire—what Moten and
Harney call ‘rehearsal’18—that is crucially constitutive of a crowdsourced #Syllabus.
This contradiction and the tensions it brings to contemporary neoliberal academia can
be symptomatically observed in the recent evolution of the traditional academic syllabus. As a double consequence of (some) critical pedagogies becoming incorporated
into the teaching process and universities striving to reduce their liability risks, academic syllabi have become increasingly complex and extensive documents. They are
now understood as both a ‘social contract’ between the teachers and their students,
and ‘terms of service’19 between the institution providing educational services and the
students increasingly framed as sovereign consumers making choices in the market of
educational services. The growing official import of the syllabus has had the effect that
educators have started to reflect on how the syllabus translates the power dynamics
into their classroom. For instance, the critical pedagogue Adam Heidebrink-Bruno has
demanded that the syllabus be re-conceived as a manifesto20—a document making
these concerns explicit. And indeed, many academics have started to experiment with
the form and purpose of the syllabus, opening it up to a process of co-conceptualization with their students, or proposing ‘the other syllabus’21 to disrupt asymmetries.
At the same time, universities are unsurprisingly moving their syllabi online. A migration
that can be read as indicative of three larger structural shifts in academia.
First, the push to make syllabi available online, initiated in the US, reinforces the differential effects of reputation economy. It is the Ivy League universities and their professorial star system that can harness the syllabus to advertise the originality of their
scholarship, while the underfunded public universities and junior academics are burdened with teaching the required essentials. This practice is tied up with the replication
in academia of the different valorization between what is considered to be the labor of
production (research) and that of social reproduction (teaching). The low esteem (and
corresponding lower rewards and remuneration) for the kinds of intellectual labors that
can be considered labors of care—editing journals, reviewing papers or marking, for
instance—fits perfectly well with the gendered legacies of the academic institution.
Stefano Harney and Fred Moten, The Undercommons: Fugitive Planning & Black Study, New York:
Autonomedia, 2013, p. 81.
17 Harney and Moten, The Undercommons, p. 110.
18 Harney and Moten, The Undercommons, p. 110.
19 Angela Jenks, ‘It’s In The Syllabus’, Teaching Tools, Cultural Anthropology website, 30 June 2016,
https://culanth.org/fieldsights/910-it-s-in-the-syllabu/.
20 Adam Heidebrink-Bruno, ‘Syllabus as Manifesto: A Critical Approach to Classroom Culture’,
Hybrid Pedagogy, 28 August 2014, http://hybridpedagogy.org/syllabus-manifesto-criticalapproach-classroom-culture/.
21 Lucy E. Bailey, ‘The “Other” Syllabus: Rendering Teaching Politics Visible in the Graduate
Pedagogy Seminar’, Feminist Teacher 20.2 (2010): 139–56.
16
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Second, with the withdrawal of resources to pay precarious and casualized academics during their ‘prep’ time (that is, the time in which they can develop new
course material, including assembling new lists of references, updating their courses as well as the methodologies through which they might deliver these), syllabi
now assume an ambivalent role between the tendencies for collectivization and
individualization of insecurity. The reading lists contained in syllabi are not covered
by copyrights; they are like playlists or recipes, which historically had the effect of
encouraging educators to exchange lesson plans and make their course outlines
freely available as a valuable knowledge common. Yet, in the current climate where
universities compete against each other, the authorial function is being extended
to these materials too. Recently, US universities have been leading a trend towards
the interpretation of the syllabus as copyrightable material, an interpretation that
opened up, as would be expected, a number of debates over who is a syllabus’
rightful owner, whether the academics themselves or their employers. If the latter interpretation were to prevail, this would enable universities to easily replace
academics while retaining their contributions to the pedagogical offer. The fruits of
a teacher’s labor could thus be turned into instruments of their own deskilling and
casualization: why would universities pay someone to write a course when they can
recycle someone else’s syllabus and get a PhD student or a precarious post doc to
teach the same class at a fraction of the price?
This tendency to introduce a logic of property therefore spurs competitive individualism and erasure of contributions from others. Thus, crowdsourcing the syllabus
in the context of growing precarization of labor risks remaining a partial process,
as it might heighten the anxieties of those educators who do not enjoy the security
of a stable job and who are therefore the most susceptible to the false promises of
copyright enforcement and authorship understood as a competitive, small entrepreneurial activity. However, when inserted in the context of live, broader political
struggles, the opening up of the syllabus could and should be an encouragement
to go in the opposite direction, providing a ground to legitimize the collective nature
of the educational process and to make all academic resources available without
copyright restrictions, while devising ways to secure the proper attribution and the
just remuneration of everyone’s labor.
The introduction of the logic of property is hard to challenge as it is furthered by commercial academic publishers. Oligopolists, such as Elsevier, are not only notorious for
using copyright protections to extract usurious profits from the mostly free labor of
those who write, peer review, and edit academic journals,22 but they are now developing all sorts of metadata, metrics, and workflow systems that are increasingly becoming central for teaching and research. In addition to their publishing business, Elsevier
has expanded its ‘research intelligence’ offering, which now encompasses a whole
range of digital services, including the Scopus citation database; Mendeley reference
manager; the research performance analytics tools SciVal and Research Metrics; the
centralized research management system Pure; the institutional repository and pub-
22 Vincent Larivière, Stefanie Haustein, and Philippe Mongeon, ‘The Oligopoly of Academic
Publishers in the Digital Era’, PLoS ONE 10.6 (10 June 2015),https://journals.plos.org/plosone/
article?id=10.1371/journal.pone.0127502/.
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lishing platform Bepress; and, last but not least, grant discovery and funding flow tools
Funding Institutional and Elsevier Funding Solutions. Given how central digital services
are becoming in today’s universities, whoever owns these platforms is the university.
Third, the migration online of the academic syllabus falls into larger efforts by universities to ‘disrupt’ the educational system through digital technologies. The introduction
of virtual learning environments has led to lesson plans, slides, notes, and syllabi becoming items to be deposited with the institution. The doors of public higher education are being opened to commercial qualification providers by means of the rise in
metrics-based management, digital platforming of university services, and transformation of students into consumers empowered to make ‘real-time’ decisions on how to
spend their student debt.23 Such neoliberalization masquerading behind digitization
is nowhere more evident than in the hype that was generated around Massive Open
Online Courses (MOOCs), exactly at the height of the last economic crisis.
MOOCs developed gradually from the Massachusetts Institute of Techology’s (MIT) initial experiments with opening up its teaching materials to the public through the OpenCourseWare project in 2001. By 2011, MOOCs were saluted as a full-on democratization of access to ‘Ivy-League-caliber education [for] the world’s poor.’24 And yet, their
promise quickly deflated following extremely low completion rates (as low as 5%).25
Believing that in fifty years there will be no more than 10 institutions globally delivering
higher education,26 by the end of 2013 Sebastian Thrun (Google’s celebrated roboticist
who in 2012 founded the for-profit MOOC platform Udacity), had to admit that Udacity
offered a ‘lousy product’ that proved to be a total failure with ‘students from difficult
neighborhoods, without good access to computers, and with all kinds of challenges in
their lives.’27 Critic Aaron Bady has thus rightfully argued that:
[MOOCs] demonstrate what the technology is not good at: accreditation and mass
education. The MOOC rewards self-directed learners who have the resources and
privilege that allow them to pursue learning for its own sake [...] MOOCs are also a
really poor way to make educational resources available to underserved and underprivileged communities, which has been the historical mission of public education.28
Indeed, the ‘historical mission of public education’ was always and remains to this
day highly contested terrain—the very idea of a public good being under attack by
dominant managerial techniques that try to redefine it, driving what Randy Martin
23 Ben Williamson, ‘Number Crunching: Transforming Higher Education into “Performance Data”’,
Medium, 16 August 2018, https://medium.com/ussbriefs/number-crunching-transforming-highereducation-into-performance-data-9c23debc4cf7.
24 Max Chafkin, ‘Udacity’s Sebastian Thrun, Godfather Of Free Online Education, Changes Course’,
FastCompany, 14 November 2013, https://www.fastcompany.com/3021473/udacity-sebastianthrun-uphill-climb/.
25 ‘The Rise (and Fall?) Of the MOOC’, Oxbridge Essays, 14 November 2017, https://www.
oxbridgeessays.com/blog/rise-fall-mooc/.
26 Steven Leckart, ‘The Stanford Education Experiment Could Change Higher Learning Forever’,
Wired, 20 March 2012, https://www.wired.com/2012/03/ff_aiclass/.
27 Chafkin, ‘Udacity’s Sebastian Thrun’.
28 Aaron Bady, ‘The MOOC Moment and the End of Reform’, Liberal Education 99.4 (Fall 2013),
https://www.aacu.org/publications-research/periodicals/mooc-moment-and-end-reform.
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
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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/.
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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/.
Tenen & Foxman
Book Piracy as Peer Preservation
2014
Book Piracy as Peer Preservation {#book-piracy-as-peer-preservation .entry-title}
**Abstract**
In describing the people, books, and technologies behind one of the
largest "shadow libraries" in the world, we find a tension between the
dynamics of sharing and preservation. The paper proceeds to
contextualize contemporary book piracy historically, challenging
accepted theories of peer production. Through a close analysis of one
digital library's system architecture, software and community, we assert
that the activities cultivated by its members are closer to that of
conservationists of the public libraries movement, with the goal of
preserving rather than mass distributing their collected material.
Unlike common peer production models emphasis is placed on the expertise
of its members as digital preservations, as well as the absorption of
digital repositories. Additionally, we highlight issues that arise from
their particular form of distributed architecture and community.
>
>
> *Literature is the secretion of civilization, poetry of the ideal.
> That is why literature is one of the wants of societies. That is why
> poetry is a hunger of the soul. That is why poets are the first
> instructors of the people. That is why Shakespeare must be translated
> in France. That is why Molière must be translated in England. That is
> why comments must be made on them. That is why there must be a vast
> public literary domain. That is why all poets, all philosophers, all
> thinkers, all the producers of the greatness of the mind must be
> translated, commented on, published, printed, reprinted, stereotyped,
> distributed, explained, recited, spread abroad, given to all, given
> cheaply, given at cost price, given for nothing.*
> ^[1](#fn-2025-1){#fnref-2025-1}^
**Introduction**
The big money (and the bandwidth) in online media is in film, music, and
software. Text is less profitable for copyright holders; it is cheaper
to duplicate and easier to share. Consequently, issues surrounding the
unsanctioned sharing of print material receive less press and scant
academic attention. The very words, "book piracy," fail to capture the
spirit of what is essentially an Enlightenment-era project, openly
embodied in many contemporary "shadow libraries":^[2](#fn-2025-2){#fnref-2025-2}^
in the words of Victor Hugo, to establish a "vast public
literary domain." Writers, librarians, and political activists from Hugo
to Leo Tolstoy and Andrew Carnegie have long argued for unrestricted
access to information as a form of a public good essential to civic
engagement. In that sense, people participating in online book exchanges
enact a role closer to that of a librarian than that of a bootlegger or
a plagiarist. Whatever the reader's stance on the ethics of copyright
and copyleft, book piracy should not be dismissed as mere search for
free entertainment. Under the conditions of "digital
disruption,"^[3](#fn-2025-3){#fnref-2025-3}^ when the traditional
institutions of knowledge dissemination---the library, the university,
the newspaper, and the publishing house---feel themselves challenged and
transformed by the internet, we can look to online book sharing
communities for lessons in participatory governance, technological
innovation, and economic sustainability.
The primary aims of this paper are ethnographic and descriptive: to
study and to learn from a library that constitutes one of the world's
largest digital archives, rivaling *Google Books*, *Hathi Trust*, and
*Europeana*. In approaching a "thick description" of this archive we
begin to broach questions of scope and impact. We would like to ask:
Who? Where? and Why? What kind of people distribute books online? What
motivates their activity? What technologies enable the sharing of print
media? And what lessons can we draw from them? Our secondary aim is to
continue the work of exploring the phenomenon of book sharing more
widely, placing it in the context of other commons-based peer production
communities like Project Gutenberg and Wikipedia. The archetypal model
of peer production is one motivated by altruistic participation. But the
very history of public libraries is one that combines the impulse to
share and to protect. To paraphrase Jacques Derrida
^[4](#fn-2025-4){#fnref-2025-4}^ writing in "Archive Fever," the archive
shelters memory just as it shelters itself from memory. We encompass
this dual dynamic under the term "peer preservation," where the
logistics of "peers" and of "preservation" can sometimes work at odds to
one another.
Academic literature tends to view piracy on the continuum between free
culture and intellectual property rights. On the one side, an argument
is made for unrestricted access to information as a prerequisite to
properly deliberative democracy.^[5](#fn-2025-5){#fnref-2025-5}^ On this
view, access to knowledge is a form of political power, which must be
equitably distributed, redressing regional and social imbalances of
access.^[6](#fn-2025-6){#fnref-2025-6}^ The other side offers pragmatic
reasoning related to the long-term sustainability of the cultural
sphere, which, in order to prosper, must provide proper economic
incentives to content creators.^[7](#fn-2025-7){#fnref-2025-7}^
It is our contention that grassroots file sharing practices cannot be
understood solely in terms of access or intellectual property. Our field
work shows that while some members of the book sharing community
participate for activist or ideological reasons, others do so as
collectors, preservationists, curators, or simply readers. Despite
romantic notions to the contrary, reading is a social and mediated
activity. The reader encounters texts in conversation, through a variety
of physical interfaces and within an ecosystem of overlapping
communities, each projecting their own material contexts, social norms,
and ideologies. A technician who works in a biology laboratory, for
example, might publish closed-access peer-review articles by day, as
part of his work collective, and release terabytes of published material
by night, in the role of a moderator for an online digital library. Our
approach then, is to capture some of the complexity of such an
ecosystem, particularly in the liminal areas where people, texts, and
technology converge.
**Ethics disclaimer**
Research for this paper was conducted under the aegis of piracyLab, an
academic collective exploring the impact of technology on the spread of
knowledge globally.^[8](#fn-2025-8){#fnref-2025-8}^ One of the lab's
first tasks was to discuss the ethical challenges of collaborative
research in this space. The conversation involved students, faculty,
librarians, and informal legal council. Neutrality, to the extent that
it is possible, emerged as one of our foundational principles. To keep
all channels of communication open, we wanted to avoid bias and to give
voice to a diversity of stakeholders: from authors, to publishers, to
distributors, whether sanctioned or not. Following a frank discussion
and after several iterations, we drafted an ethics charter that
continues to inform our work today. The charter contains the following
provisions:
-- We neither condone nor condemn any forms of information exchange.\
-- We strive to protect our sources and do not retain any identifying
personal information.\
-- We seek transparency in sharing our methods, data, and findings with
the widest possible audience.\
-- Credit where credit is due. We believe in documenting attribution
thoroughly.\
-- We limit our usage of licensed material to the analysis of metadata,
with results used for non-commercial, nonprofit, educational purposes.\
-- Lab participants commit to abiding by these principles as long as
they remain active members of the research group.
In accordance with these principles and following the practice of
scholars like Balazs Bodo ^[9](#fn-2025-9){#fnref-2025-9}^, Eric Priest
^[10](#fn-2025-10){#fnref-2025-10}^, and Ramon Lobato and Leah Tang
^[11](#fn-2025-11){#fnref-2025-11}^, we redact the names of file sharing
services and user names, where such names are not made explicitly public
elsewhere.
**Centralization**
We begin with the intuition that all infrastructure is social to an
extent. Even private library collections cannot be said to reflect the
work of a single individual. Collective forces shape furniture, books,
and the very cognitive scaffolding that enables reading and
interpretation. Yet, there are significant qualitative differences in
the systems underpinning private collections, public libraries, and
unsanctioned peer-to-peer information exchanges like *The Pirate Bay*,
for example. Given these differences, the recent history of online book
sharing can be divided roughly into two periods. The first is
characterized by local, ad-hoc peer-to-peer document exchanges and the
subsequent growth of centralized content aggregators. Following trends
in the development of the web as a whole, shadow libraries of the second
period are characterized by communal governance and distributed
infrastructure.
Shadow libraries of the first period resemble a private library in that
they often emanate from a single authoritative source--a site of
collection and distribution associated with an individual collector,
sometimes explicitly. The library of Maxim Moshkov, for example,
established in 1994 and still thriving at *lib.ru*, is one of the most
visible collections of this kind. Despite their success, such libraries
are limited in scale by the means and efforts of a few individuals. Due
to their centralized architecture they are also susceptible to legal
challenges from copyright owners and to state intervention.
Shadow libraries responded to these problems by distributing labor,
responsibility, and infrastructure, resulting in a system that is more
robust, more redundant, and more resistant to any single point of
failure or control.
The case of *Gigapedia* (later *library.nu*) and its related file
hosting service *ifile.it* demonstrates the successes and the
deficiencies of the centralized digital library model. Arguably among
the largest and most popular virtual libraries online in the period of
2009-2011, the sites were operated by Irish
nationals^[12](#fn-2025-12){#fnref-2025-12}^ on domains registered in
Italy and on the island state of Niue, with servers on the territory of
Germany and Ukraine. At its peak, *library.nu* (LNU) hosted more than
400,000 books and was purported to make an "estimated turnover of EUR 8
million (USD 10,602,400) from advertising revenues, donations and sales
of premium-level accounts," at least according to a press release made
by the International Publishers Association
(IPA).^[13](#fn-2025-13){#fnref-2025-13}^\
*Archived version of library.nu, circa 12/10/2010*
Its apparent popularity notwithstanding, *LNU/Gigapedia* was supported
by relatively simple architecture, likely maintained by a lone
developer-administrator. The site itself consisted of a catalog of
digital books and related metadata, including title, author, year of
publication, number of pages, description, category classification, and
a number of boolean parameters (whether the file is bookmarked,
paginated, vectorized, is searchable, and has a cover). Although the
books could be hosted anywhere, many in the catalog resided on the
servers of a "cyberlocker" service *ifile.it*, affiliated with the main
site. Not strictly a single-source archive, *LNU/Gigapedia* was
nevertheless a federated entity, tied to a single site and to a single
individual. On February 15, 2012, in a Munich court, the IPA, in
conjunction with a consortium of international publishing houses and the
help of the German law firm Lausen
Rechtsanwalte,^[14](#fn-2025-14){#fnref-2025-14}^ served judicial
cease-and-desist orders naming both sites (*Gigapedia* and *ifile.it*).
Seventeen injunctions were sought in Ireland, with the consequent
voluntary shut-down of both domains, which for a brief time redirected
visitors first to *Google Books* and then to *Blue Latitudes*, a *New
York Times* bestseller about pirates, for sale on *Amazon*.
Figure 1: Archived version of library.nu, circa 12/10/2010
:::
The relatively brief, by library standards, existence of *LNU/Gigapedia*
underscores a weakness in the federated library model. The site
flourished as long as it did not attract the ire of the publishing
industry. A lack of redundancy in the site's administrative structure
paralleled its lack on the server level. Once the authorities were able
to establish the identity of the site's operators (via *Paypal*
receipts, according to a partner at Lausen Rechtsanwalte), the project
was forced to shut down irrevocably.^[15](#fn-2025-15){#fnref-2025-15}^
The system's single point of origin proved also to be its single point
of failure.
Jens Bammel, Secretary General of the IPA, called the action "an
important step towards a more transparent, honest and fair trade of
digital content on the Internet."^[16](#fn-2025-16){#fnref-2025-16}^ The
rest of the internet mourned the passage of "the greatest, largest and
the best website for downloading
eBooks,"^[17](#fn-2025-17){#fnref-2025-17}^ comparing the demise of
*LNU/Gigapedia* to the burning of the ancient Library of
Alexandria.^[18](#fn-2025-18){#fnref-2025-18}^ Readers from around the
world flocked to sites like *Reddit* and *TorrentFreak* to express their
support and anger. For example, one reader wrote on *TorrentFreak*:
> I live in Macedonia (the Balkans), a country where the average salary
> is somewhere around 200eu, and I'm a student, attending a MA degree in
> communication sci. \[...\] where I come from the public library is not
> an option. \[...\] Our libraries are so poor, mostly containing 30year
> or older editions of books that almost never refer to the field of
> communication or any other contemporary science. My professors never
> hide that they use sites like library.nu \[...\] Original textbooks
> \[...\] are copy-printed handouts of some god knows how obtained
> original \[...\] For a country like Macedonia and the Balkans region
> generally THIS IS A APOCALYPTIC SCALE DISASTER! I really feel like the
> dark age is just around the corner these
> days.^[19](#fn-2025-19){#fnref-2025-19}^
A similar comment on *Reddit* reads:
> This is the saddest news of the year...heart-breaking...shocking...I
> was so attached to this site...I am from a third world country where
> buying original books is way too expensive if we see currency exchange
> rates...library.nu was a sea of knowledge for me and I learnt a lot
> from it \[...\] RIP library.nu...you have ignited several minds with
> free knowledge.^[20](#fn-2025-20){#fnref-2025-20}^
Another redditor wrote:
> This was an invaluable resource for international academics. The
> catalog of libraries overseas often cannot meet the needs of
> researchers in fields not specific to the country in which they are
> located. My doctoral research has taken a significant blow due to this
> recent shutdown \[...\] Please publishers, if you take away such a
> valuable resource, realize that you have created a gap that will be
> filled. This gap can either be filled by you or by
> us.^[21](#fn-2025-21){#fnref-2025-21}^
Another concludes:
> This just makes me want to start archiving everything I can get my
> hands on.^[22](#fn-2025-22){#fnref-2025-22}^
These anecdotal reports confirm our own experiences of studying and
teaching at universities with a diverse audience of international
students, who often recount a similar personal narrative. *Gigapedia*
and analogous sites fulfilled an unmet need in the international market,
redressing global inequities of access to
information.^[23](#fn-2025-23){#fnref-2025-23}^
But, being a cyberlocker-based service, *Gigapedia* did not succeed in
cultivating a meaningful sense of a community (even though it supported
a forum for brief periods of its existence). As Lobato and Tang
^[24](#fn-2025-24){#fnref-2025-24}^ write in their paper on
cyberlocker-based media distribution systems, cyberlockers in general
"do not foster collaboration and co-creation," taking an "instrumental
view of content hosted on their
sites."^[25](#fn-2025-25){#fnref-2025-25}^ Although not strictly a
cyberlocker, *LNU/Gigapedia* fit the profile of a passive,
non-transformative site by these criteria. For Lobato and Tang, the
rapid disappearance of many prominent cyberlocker sites underscores the
"structural instability" of "fragile file-hosting
ecology."^[26](#fn-2025-26){#fnref-2025-26}^ In our case, it would be
more precise to say that cyberlocker architecture highlights rather the
structural instability of centralized media archives, and not of file
sharing communities in general. Although bereaved readers were concerned
about the irrevocable loss of a valuable resource, digital libraries
that followed built a model of file sharing that is more resilient, more
transparent, and more participatory than their *LNU/Gigapedia*
predecessors.
**Distribution**
In parallel with the development of *LNU/Gigapedia*, a group of Russian
enthusiasts were working on a meta-library of sorts, under the name of
*Aleph*. Records of *Aleph's* activity go back at least as far as 2009.
Colloquially known as "prospectors," the volunteer members of *Aleph*
compiled library collections widely available on the gray market, with
an emphasis on academic and technical literature in Russian and
English.\
*DVD case cover of "Traum's library" advertising "more than 167,000
books" in fb2 format. Similar DVDs sell for around 1,000 RUB (\$25-30
US) on the streets of Moscow.*
At its inception, *Aleph* aggregated several "home-grown" archives,
already in wide circulation in universities and on the gray market.
These included:
-- *KoLXo3*, a collection of scientific texts that was at one time
distributed on 20 DVDs, overlapping with early Gigapedia efforts;\
-- *mexmat*, a library collected by the members of Moscow State
University's Department of Mechanics and Mathematics for internal use,
originally distributed through private FTP servers;\
-- *Homelab*, *Ihtik*, and *Ingsat* libraries;\
-- the Foreign Fiction archive collected from IRC \#\*\*\*
2003.09-2011.07.09 and the Internet Library;\
-- the *Great Science Textbooks* collection and, later, over 20 smaller
miscellaneous archives.^[27](#fn-2025-27){#fnref-2025-27}^
In retrospect, we can categorize the founding efforts along three
parallel tracks: 1) as the development of "front-end" server software
for searching and downloading books, 2) as the organization of an online
forum for enthusiasts willing to contribute to the project, and 3) the
collection effort required to expand and maintain the "back-end" archive
of documents, primarily in .pdf and .djvu
formats.^[28](#fn-2025-28){#fnref-2025-28}^ "What do we do?" writes one
of the early volunteers (in 2009) on the topic of "Outcomes, Goals, and
Scope of the Project." He answers: "we loot sites with ready-made
collections," "sort the indices in arbitrary normalized formats," "for
uncatalogued books we build a 'technical index': name of file, size,
hashcode," "write scripts for database sorting after the initial catalog
process," "search the database," "use the database for the construction
of an accessible catalog," "build torrents for the distribution of files
in the collection."^[29](#fn-2025-29){#fnref-2025-29}^ But, "everything
begins with the forum," in the words of another founding
member.^[30](#fn-2025-30){#fnref-2025-30}^ *Aleph*, the very name of the
group, reflects the aspiration to develop a "platform for the inception
of subsequent and more user-friendly" libraries--a platform "useful for
the developer, the reader, and the
librarian."^[31](#fn-2025-31){#fnref-2025-31}^\
Aleph's *anatomy*
Figure 2: DVD case cover of "Traum's library" advertising "more than
167,000 books
:::
What is *Aleph*? Is it a collection of books? A community? A piece of
software? What makes a library? When attempting to visualize Aleph's
constituents (Figure 3), it seems insufficient to point to books alone,
or to social structure, or to technology in the absence of people and
content. Taking a systems approach to description, we understand a
library to comprise an assemblage of books, people, and infrastructure,
along with their corresponding words and texts, rules and institutions,
and shelves and servers.^[32](#fn-2025-32){#fnref-2025-32}^ In this
light, *Aleph*'s iteration on *LNU/Gigapedia* lies not in technological
advancement alone, but in system architecture, on all levels of
analysis.
Where the latter relied on proprietary server applications, *Aleph*
built software that enabled others to mirror and to serve the site in
its entirety. The server was written by d\* from www.l\*.com (Bet),
utilizing a codebase common to several similar large book-sharing
communities. The initial organizational efforts happened on a sub-forum
of a popular torrent tracker (*RR*). Fifteen founding members reached
early consensus to start hashing document filenames (using the MD5
message-digest algorithm), rather than to store files as is, with their
appropriate .pdf or .mobi extensions.^[33](#fn-2025-33){#fnref-2025-33}^
Bit-wise hashing was likely chosen as a (computationally) cheap way to
de-duplicate documents, since two identical files would hash into an
identical string. Hashing the filenames was hoped to have the
side-effect of discouraging direct (file system-level) browsing of the
archive.^[34](#fn-2025-34){#fnref-2025-34}^ Instead, the books were
meant to be accessed through the front-end "librarian" interface, which
added a layer of meta-data and search tools. In other words, the group
went out of its way to distribute *Aleph* as a library and not merely as
a large aggregation of raw files.
Site volunteers coordinate their efforts asynchronously, by means of a
simple online forum (using *phpBB* software), open to all interested
participants. Important issues related to the governance of the
project--decisions about new hardware upgrades, software design, and
book acquisition--receive public airing. For example, at one point, the
site experienced increased traffic from *Google* searches. Some senior
members welcomed the attention, hoping to attract new volunteers. Others
worried increased visibility would bring unwanted scrutiny. To resolve
the issue, a member suggested delisting the website by altering the
robots.txt configuration file and thereby blocking *Google*
crawlers.^[35](#fn-2025-35){#fnref-2025-35}^ Consequently, the site
would become invisible to *Google*, while remaining freely accessible
via a direct link. Early conversations on *RR*, reflect a consistent
concern about the archive's longevity and its vulnerability to official
sanctions. Rather than following the cyber-locker model of distribution,
the prospectors decided to release canonical versions of the library in
chunks, via *BitTorrent*--a distributed protocol for file sharing.
Another decision was made to "store" the library on open trackers (like
*The Pirate Bay*), rather than tying it to a closed, by-invitation-only
community. Although *LN/Gigapedia* was already decentralized to an
extent, the archeology of the community discussion reveals a multitude
of concious choices that work to further atomize *Aleph* and to
decentralize it along the axes of the collection, governance, and
engineering.
By March of 2009 these efforts resulted in approximately 79k volumes or
around 180gb of data.^[36](#fn-2025-36){#fnref-2025-36}^ By December of
the same year, the moderators began talking about a terabyte, 2tb in
2010, and around 7tb by 2011.^[37](#fn-2025-37){#fnref-2025-37}^ By
2012, the core group of "prospectors" grew to 1,000 registered users.
*Aleph*'s main mirror received over a million page views per month and
about 40,000 unique visits per day.^[38](#fn-2025-38){#fnref-2025-38}^
An online eBook piracy report estimates a combined total of a million
unique visitors per day for *Aleph* and its
mirrors.^[39](#fn-2025-39){#fnref-2025-39}^
As of January 2014, the *Aleph* catalog contains over a million books
(1,021,000) and over 15 million academic articles, "weighing in" at just
under 10tb. Most remarkably, one of the world's largest digital
libraries operates on an annual budget of \$1,900
US.^[40](#fn-2025-40){#fnref-2025-40}^
\#\#\# Vulnerability\
Distributed architecture gives *Aleph* significant advantages over its
federated predecessors. Were *Aleph* servers to go offline the archive
would survive "in the cloud" of the *BitTorrent* network. Should the
forum (*Bet*) close, another online forum could easily take its place.
And were *Aleph* library portal itself go dark, other mirrors would (and
usually do) quickly take its place.
But the decentralized model of content distribution is not without its
challenges. To understand them, we need to review some of the
fundamentals behind the *BitTorrent* protocol. At its bare minimum (as
it was described in the original specification by Bram Cohen) the
protocol involves a "seeder," someone willing to share something it its
entirety; a "leecher," someone downloading shared data; and a torrent
"tracker" that coordinates activity between seeders and
leechers.^[41](#fn-2025-41){#fnref-2025-41}^
Imagine a music album sharing agreement between three friends, where,
initially, only one holds a copy of some album: for example, Nirvana's
*Nevermind*. Under the centralized model of file sharing, the friend
holding the album would transmit two copies, one to each friend. The
power of *BitTorrent* comes from shifting the burden of sharing from a
single seeder (friend one) to a "swarm" of leechers (friends two and
three). On this model, the first leecher joining the network (friend
two, in our case) would begin to get his data from the seeder directly,
as before. But the second leecher would receive some bits from the
seeder and some from the first leecher, in a non-linear, asynchronous
fashion. In our example, we can imagine the remaining friend getting
some songs from the first friend and some from the second. The friend
who held the album originally now transmitted something less than two
full copies of the album, since the other two friends exchanged some
bits of information between themselves, lessening the load on the
original album holder.
When downloading from the *BitTorrent* network, a peer may receive some
bits from the beginning of the document, some from the middle, and some
from the end, in parts distributed among the members of the swarm. A
local application called the "client" is responsible for checking the
integrity of the pieces and for reassembling the them into a coherent
whole. A torrent "tracker" coordinates the activity between peers,
keeping track of who has what where. Having received the whole document,
a leecher can, in turn, become a seeder by sharing all of his downloaded
bits with the remaining swarm (who only have partial copies). The
leecher can also take the file offline, choosing not to share at
all.^[42](#fn-2025-42){#fnref-2025-42}^
The original protocol left torrent trackers vulnerable to charges of
aiding and abetting copyright
infringement.^[43](#fn-2025-43){#fnref-2025-43}^ Early in 2008, Cohen
extended *BitTorrent* to make use of "distributed sloppy hash tables"
(DHT) for storing peer locations without resorting to a central tracker.
Under these new guidelines, each peer would maintain a small routing
table pointing to a handful of nearby peer locations. In effect, DHT
placed additional responsibility on the swarm to become a tracker of
sorts, however "sloppy" and imperfect. By November of of 2009, *Pirate
Bay* announced its transition away from tracking entirely, in favor of
DHT and the related PEX and Magnetic Links protocols. At the time they
called it, "world's most resilient
tracking."^[44](#fn-2025-44){#fnref-2025-44}^
Despite these advancements, the decentralized model of file sharing
remains susceptible to several chronic ailments. The first follows from
the fact that ad-hoc distribution networks privilege popular material. A
file needs to be actively traded to ensure its availability. If nobody
is actively sharing and downloading Nirvana's *Nevermind*, the album is
in danger of fading out of the cloud. As one member wrote succinctly on
*Gimel* forums, "unpopular files are in danger of become
inaccessible."^[45](#fn-2025-45){#fnref-2025-45}^ This dynamic is less
of a concern for Hollywood blockbusters, but more so for "long tail"
specialized materials of the sort found in *Aleph*, and indeed, for
*Aleph* itself as a piece of software distributed through the network.
*Aleph* combats the problem of fading torrents by renting
"seedboxes"--servers dedicated to keeping the *Aleph* seeds containing
the archive alive, preserving the availability of the collection. The
server in production as of 2014 can serve up to 12tb of data speeds of
100-800 megabits per second. Other file sharing communities address the
issue by enforcing a certain download to upload ratio on members of
their network.
The lack of true anonymity is the second problem intrinsic to the
*BitTorrent* protocol. Peers sharing bits directly cannot but avoid
exposing their IP address (unless these are masked behind virtual
private networks or TOR relays). A "Sybil" attack becomes possible when
a malicious peer shares bits in bad faith, with the intent to log IP
addresses.^[46](#fn-2025-46){#fnref-2025-46}^ Researchers exploring this
vector of attack were able to harvest more than 91,000 IP addresses in
less than 24 hours of sharing a popular television
show.^[47](#fn-2025-47){#fnref-2025-47}^ They report that more than 9%
of requests made to their servers indicated "modified clients", which
are likely also to be running experiments in the DHT. Legitimate
copyright holders and copyright "trolls" alike have used this
vulnerability to bring lawsuits against individual sharers in
court.^[48](#fn-2025-48){#fnref-2025-48}^
These two challenges are further exacerbated in the case of *Aleph*,
which uses *BitTorrent* to distribute large parts of its own
architecture. These parts are relatively large--around 40-50GB each.
Long-term sustainability of *Aleph* as a distributed system therefore
requires a rare participant: one interested in downloading the archive
as a whole (as opposed to downloading individual books), one who owns
the hardware to store and transmit terabytes of data, and one possessing
the technical expertise to do so safely.
**Peer preservation**
In light of the challenges and the effort involved in maintaining the
archive, one would be remiss to describe *Aleph* merely in terms of book
piracy, understood in conventional terms of financial gain, theft, or
profiteering. Day-to-day labor of the core group is much more
comprehensible as a mode of commons-based peer production, which is, in
the canonical definition, work made possible by a "networked
environment," "radically decentralized, collaborative, and
non-proprietary; based on sharing resources and outputs among widely
distributed, loosely connected individuals who cooperate with each other
without relying on either market signals or managerial
commands."^[49](#fn-2025-49){#fnref-2025-49}^ *Aleph* answers the
definition of peer production, resembling in many respects projects like
*Linux*, *Wikipedia*, and *Project Gutenberg*.
Yet, *Aleph* is also patently a library. Its work can and should be
viewed in the broader context of Enlightenment ideals: access to
literacy, universal education, and the democratization of knowledge. The
very same ideals gave birth to the public library movement as a whole at
the turn of the 20th century, in the United States, Europe, and
Russia.^[50](#fn-2025-50){#fnref-2025-50}^ Parallels between free
library movements of the early 20th and the early 21st centuries point
to a social dynamic that runs contrary to the populist spirit of
commons-based peer production projects, in a mechanism that we describe
as peer preservation. The idea encompasses conflicting drives both to
share and to hoard information.
The roots of many public libraries lie in extensive private collections.
Bodleian Library at Oxford, for example, traces its origins back to the
collections of Thomas Cobham, Bishop of Worcester, Humphrey, Duke of
Gloucester, and to Thomas Bodley, himself an avid book collector.
Similarly, Poland's Zaluski Library, one of Europe's oldest, owes its
existence to the collecting efforts of the Zaluski brothers, both
bishops and bibliophiles.^[51](#fn-2025-51){#fnref-2025-51}^ As we
mentioned earlier, *Aleph* too began its life as an aggregator of
collections, including the personal libraries of Moshkov and Traum. When
books are scarce, private libraries are a sign of material wealth and
prestige. In the digital realm, where the cost of media acquisition is
low, collectors amass social capital. *Aleph* extends its collecting
efforts on *RR*, a much larger, moderated torrent exchange forum and
tracker. *RR* hosts a number of sub-forums dedicated to the exchange of
software, film, music, and books (where members of *Aleph* often make an
appearance). In the exchange economy of symbolic goods, top collectors
are known by their standing in the community, as measured by their
seniority, upload and download ratios, and the number of "releases." A
release is more than just a file: it must not duplicate items in the
archive and follows strict community guidelines related to packaging,
quality, and meta-data accompanying the document. Less experienced
members of the community treat high status numbers with reverence and
respect.
According to a question and answer session with an official *RR*
representative, *RR* is not particularly friendly to new
users.^[52](#fn-2025-52){#fnref-2025-52}^ In fact, high barriers to
entry are exactly what differentiates *RR* from sites like *The Pirate
Bay* and other unmoderated, open trackers. *RR* prides itself on the
"quality of its moderation." Unlike *Pirate Bay*, *RR* sees itself as a
"media library", where content is "organized and properly shelved." To
produce an acceptable book "release" one needs to create a package of
files, including well-formatted meta-data (following strict stylistic
rules) in the header, the name of the book, an image of its cover, the
year of release, author, genre, publisher, format, language, a required
description, and screenshots of a sample page. The files must be named
according to a convention, be "of the same kind" (that is belong to the
same collection), and be of the right size. Home-made scans are
discouraged and governed by a 1,000-words instruction manual. Scanned
books must have clear attribution to the releaser responsible for
scanning and processing.
More than that, guidelines indicate that smaller releases should be
expected to be "absorbed" into larger ones. In this way, a single novel
by Charles Dickens can and will be absorbed into his collected works,
which might further be absorbed into "Novels of 19th Century," and then
into "Foreign Fiction" (as a hypothetical, but realistic example).
According to the rules, the collection doing the absorbing must be "at
least 50% larger than the collection it is absorbing." Releases are
further governed by a subset or rules particular to the forum
subsections (e.g. journals, fiction, documentation, service manuals,
etc.).^[53](#fn-2025-53){#fnref-2025-53}^
All this to say that although barriers to acquisition are low, the
barriers to active participation are high and continually *increase with
time*. The absorption of smaller collections by larger favors the
veterans. Rules and regulations grow in complexity with the maturation
of the community, further widening the rift between senior and junior
peers. We are then witnessing something like the institutionalization of
a professional "librarian" class, whose task it is to protect the
collection from the encroachment of low-quality contributors. Rather
than serving the public, a librarian's primary commitment is to the
preservation of the archive as a whole. Thus what starts as a true peer
production project, may, in the end, grow to erect solid walls to
peering. This dynamic is already embodied in the history of public
libraries, where amateur librarians of the late 19th century eventually
gave way to their modern degree-holding counterparts. The conflicting
logistics of access and preservation may lead digital library
development along a similar path.
The expression of this dual push and pull dynamic in the observed
practices of peer preservation communities conforms to Derrida's insight
into the nature of the archive. Just as the walls of a library serve to
shelter the documents within, they also isolate the collection from the
public at large. Access and preservation, in that sense, subsist at
opposite and sometime mutually exclusive ends of the sharing spectrum.
And it may be that this dynamic is particular to all peer production
communities, like *Wikipedia*, which, according to recent studies, saw a
decline in new contributors due to increasingly strict rule
enforcement.^[54](#fn-2025-54){#fnref-2025-54}^ However, our results are
merely speculative at the moment. The analysis of a large dataset we
have collected as corollary to our field work online may offer further
evidence for these initial intuitions. In the meantime, it is not enough
to conclude that brick-and-mortar libraries should learn from these
emergent, distributed architectures of peer preservation. If the future
of *Aleph* is leading to increased institutionalization, the community
may soon face the fate embodied by its own procedures: the absorption of
smaller, wonderfully messy, ascending collections into larger, more
established, and more rigid social structures.
**Biographies**
Dennis Tenen teaches in the fields of new media and digital humanities
at Columbia University, Department of English and Comparative
Literature. His research often happens at the intersection of people,
texts, and technology. He is currently writing a book on minimal
computing, called *Plain Text*.
Maxwell Foxman is an adjunct professor at Marymount Manhattan College
and a PhD candidate in Communications at Columbia University, where he
studies the use and adoption of digital media into everyday life. He has
written on failed social media and on gamification in electoral
politics, newsrooms, and mobile media.
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*Georgetown Law Journal* 77 (1988): 303.
[[↩](#fnref-2025-7)]{.footnotereverse}]{#fn-2025-7}
8. [[piracylab.org](“http://piracylab.org”).
[[↩](#fnref-2025-8)]{.footnotereverse}]{#fn-2025-8}
9. ["Set the Fox to Watch the Geese: Voluntary IP Regimes in Piratical
File-Sharing Communities, in *Piracy: Leakages from Modernity*
(Litwin Books, LLC, 2012).
[[↩](#fnref-2025-9)]{.footnotereverse}]{#fn-2025-9}
10. ["The Future of Music and Film Piracy in China," *Berkeley
Technology Law Journal* 21 (2006): 795.
[[↩](#fnref-2025-10)]{.footnotereverse}]{#fn-2025-10}
11. ["The Cyberlocker Gold Rush: Tracking the Rise of File-Hosting Sites
as Media Distribution Platforms," *International Journal of Cultural
Studies*, (2013).
[[↩](#fnref-2025-11)]{.footnotereverse}]{#fn-2025-11}
12. [The injunctions name I\* and F\* N\* (also known as Smiley).
[[↩](#fnref-2025-12)]{.footnotereverse}]{#fn-2025-12}
13. ["Publishers Strike Major Blow against Internet Piracy" last
modified February 15, 2012 and archived on January 10, 2014,
[http://www.internationalpublishers.org/ipa-press-releases/286-publishers-strike-major-blow-against-internet-piracy](“http://web.archive.org/web/20140110160254/http://www.internationalpublishers.org/ipa-press-releases/286-publishers-strike-major-blow-against-internet-piracy”).
[[↩](#fnref-2025-13)]{.footnotereverse}]{#fn-2025-13}
14. [Including the German Publishers and Booksellers Association,
Cambridge University Press, Georg Thieme, Harper Collins, Hogrefe,
Macmillan Publishers Ltd., Cengage Learning, Elsevier, John Wiley &
Sons, The McGraw-Hill Companies, Pearson Education Ltd., Pearson
Education Inc., Oxford University Press, Springer, Taylor & Francis,
C.H. Beck as well as Walter De Gruyter. The legal proceedings are
also supported by the Association of American Publishers (AAP), the
Dutch Publishers Association (NUV), the Italian Publishers
Association (AIE) and the International Association of Scientific
Technical and Medical Publishers (STM).
[[↩](#fnref-2025-14)]{.footnotereverse}]{#fn-2025-14}
15. [Andrew Losowsky, "Book Downloading Site Targeted in Injunctions
Requested by 17 Publishers," *Huffington Post*, accessed on
September 1, 2014,
[http://www.huffingtonpost.com/2012/02/15/librarynu-book-downloading-injunction\_n\_1280383.html](“http://www.huffingtonpost.com/2012/02/15/librarynu-book-downloading-injunction_n_1280383.html”).
[[↩](#fnref-2025-15)]{.footnotereverse}]{#fn-2025-15}
16. [International Publishers Association.
[[↩](#fnref-2025-16)]{.footnotereverse}]{#fn-2025-16}
17. [Vik, "Gigapedia: The greatest, largest and the best website for
downloading eBooks," Emotionallyspeaking.com, last edited on August
10, 2009 and archived on July 15, 2012,
[http://archive.is/g205"\>http://vikas-gupta.in/2009/08/10/gigapedia-the-greatest-largest-and-the-best-website-for-downloading-free-e-books/](“http://archive.is/g205”).
[[↩](#fnref-2025-17)]{.footnotereverse}]{#fn-2025-17}
18. [Anonymous author, "Library.nu: Modern era's 'Destruction of the
Library of Alexandria,'" *Breaking Culture* (on tublr.com), last
edited on February 16, 2012 and archived on January 14, 2014,
[http://breakingculture.tumblr.com/post/17697325088/gigapedia-rip](“https://web.archive.org/web/20140113135846/http://breakingculture.tumblr.com/post/17697325088/gigapedia-rip”).
[[↩](#fnref-2025-18)]{.footnotereverse}]{#fn-2025-18}
19. [[http://torrentfreak.com/book-publishers-shut-down-library-nu-and-ifile-it-120215](“https://web.archive.org/web/20140110050710/http://torrentfreak.com/book-publishers-shut-down-library-nu-and-ifile-it-120215”)
archived on January 10, 2014.
[[↩](#fnref-2025-19)]{.footnotereverse}]{#fn-2025-19}
20. [[http://www.reddit.com/r/trackers/comments/ppfwc/librarynu\_admin\_the\_website\_is\_shutting\_down\_due](“https://web.archive.org/web/20140110050450/http://www.reddit.com/r/trackers/comments/ppfwc/librarynu_admin_the_website_is_shutting_down_due”)
archived on January 10, 2014.
[[↩](#fnref-2025-20)]{.footnotereverse}]{#fn-2025-20}
21. [[http://www.reddit.com/r/trackers/comments/ppfwc/librarynu\_admin\_the\_website\_is\_shutting\_down\_due](“https://web.archive.org/web/20140110050450/http://www.reddit.com/r/trackers/comments/ppfwc/librarynu_admin_the_website_is_shutting_down_due”)
orchived on January 10, 2014.
[[↩](#fnref-2025-21)]{.footnotereverse}]{#fn-2025-21}
22. [[www.reddit.com/r/trackers/comments/ppfwc/librarynu\_admin\_the\_website\_is\_shutting\_down\_due](“https://web.archive.org/web/20140110050450/http://www.reddit.com/r/trackers/comments/ppfwc/librarynu_admin_the_website_is_shutting_down_due”)
archived on January 10, 2014.
[[↩](#fnref-2025-22)]{.footnotereverse}]{#fn-2025-22}
23. [This point is made at length in the report on media piracy in
emerging economies, released by the American Assembly in 2011. See
Joe Karaganis, ed. *Media Piracy in Emerging Economies* (Social
Science Research Network, March 2011),
[http://piracy.americanassembly.org/the-report/](“http://piracy.americanassembly.org/the-report/”), I.
[[↩](#fnref-2025-23)]{.footnotereverse}]{#fn-2025-23}
24. [Lobato and Tang, "The Cyberlocker Gold Rush."
[[↩](#fnref-2025-24)]{.footnotereverse}]{#fn-2025-24}
25. [Lobato and Tang, "The Cyberlocker Gold Rush," 9.
[[↩](#fnref-2025-25)]{.footnotereverse}]{#fn-2025-25}
26. [Lobato and Tang, "The Cyberlocker Gold Rush," 7.
[[↩](#fnref-2025-26)]{.footnotereverse}]{#fn-2025-26}
27. [GIMEL/viewtopic.php?f=8&t=169; GIMEL/viewtopic.php?f=17&t=299.
[[↩](#fnref-2025-27)]{.footnotereverse}]{#fn-2025-27}
28. [GIMEL/viewtopic.php?f=17&t=299.
[[↩](#fnref-2025-28)]{.footnotereverse}]{#fn-2025-28}
29. [GIMEL/viewtopic.php?f=8&t=169. All quotes translated from Russian
by the authors, unless otherwise noted.
[[↩](#fnref-2025-29)]{.footnotereverse}]{#fn-2025-29}
30. [GIMEL/viewtopic.php?f=8&t=6999&p=41911.
[[↩](#fnref-2025-30)]{.footnotereverse}]{#fn-2025-30}
31. [GIMEL/viewtopic.php?f=8&t=757.
[[↩](#fnref-2025-31)]{.footnotereverse}]{#fn-2025-31}
32. [In this sense, we see our work as complementary to but not
exhausted by infrastructure studies. See Geoffrey C. Bowker and
Susan Leigh Star, *Sorting Things Out: Classification and Its
Consequences* (The MIT Press, 1999); Paul N. Edwards, "Y2K:
Millennial Reflections on Computers as Infrastructure," *History and
Technology* 15.1-2 (1998): 7--29; Paul N. Edwards, "Infrastructure
and Modernity: Force, Time, and Social Organization in the History
of Sociotechnical Systems," in *Modernity and Technology*, 2003,
185--225; Paul N. Edwards et al., "Introduction: an Agenda for
Infrastructure Studies," *Journal of the Association for Information
Systems* 10.5 (2009): 364--74; Brian Larkin "Degraded Images,
Distorted Sounds: Nigerian Video and the Infrastructure of Piracy,"
*Public Culture* 16.2 (2004): 289--314; Brian Larkin "Pirate
Infrastructures," in *Structures of Participation in Digital
Culture*, ed. Joe Karaganis (New York: SSRC, 2008), 74--87; Susan
Leigh Star and Geoffrey C. Bowker, "How to Infrastructure," in
*Handbook of New Media: Social Shaping and Social Consequences of
ICTs*, (SAGE Publications Ltd, 2010), 230--46.
[[↩](#fnref-2025-32)]{.footnotereverse}]{#fn-2025-32}
33. [For information on cryptographic hashing see Praveen Gauravaram and
Lars R. Knudsen, "Cryptographic Hash Functions," in *Handbook of
Information and Communication Security*, ed. Peter Stavroulakis and
Mark Stamp (Springer Berlin Heidelberg, 2010), 59--79.
[[↩](#fnref-2025-33)]{.footnotereverse}]{#fn-2025-33}
34. [See GIMEL/viewtopic.php?f=8&t=55kj and
GIMEL/viewtopic.php?f=8&t=18&sid=936.
[[↩](#fnref-2025-34)]{.footnotereverse}]{#fn-2025-34}
35. [GIMEL/viewtopic.php?f=8&t=714.
[[↩](#fnref-2025-35)]{.footnotereverse}]{#fn-2025-35}
36. [GIMEL/viewtopic.php?f=8&t=47.
[[↩](#fnref-2025-36)]{.footnotereverse}]{#fn-2025-36}
37. [GIMEL/viewtopic.php?f=17&t=175&hilit=RR&start=25.
[[↩](#fnref-2025-37)]{.footnotereverse}]{#fn-2025-37}
38. [GIMEL/viewtopic.php?f=17&t=104&start=450.
[[↩](#fnref-2025-38)]{.footnotereverse}]{#fn-2025-38}
39. [URL redacted; These numbers should be taken as a very rough
estimate because 1) we do not consider Alexa to be a reliable source
for web traffic and 2) some of the other figures cited in the report
are suspicious. For example, *Aleph* has a relatively small archive
of foreign fiction, at odds with the reported figure of 800,000
volumes. [[↩](#fnref-2025-39)]{.footnotereverse}]{#fn-2025-39}
40. [GIMEL/viewtopic.php?f=17&t=7061.
[[↩](#fnref-2025-40)]{.footnotereverse}]{#fn-2025-40}
41. ["The BitTorrent Protocol Specification," last modified October 20,
2012 and archived on June 13, 2014,
[http://www.bittorrent.org/beps/bep\_0003.html](“http://web.archive.org/web/20140613190300/http://www.bittorrent.org/beps/bep_0003.html”).
[[↩](#fnref-2025-41)]{.footnotereverse}]{#fn-2025-41}
42. [For more information on BitTorrent, see Bram Cohen, *Incentives
Build Robustness in BitTorrent*, last modified on May 22, 2003,
[http://www.bittorrent.org/bittorrentecon.pdf](“http://www.bittorrent.org/bittorrentecon.pdf”);
Ricardo Salmon, Jimmy Tran, and Abdolreza Abhari, "Simulating a File
Sharing System Based on BitTorrent," in *Proceedings of the 2008
Spring Simulation Multiconference*, SpringSim '08 (San Diego, CA,
USA: Society for Computer Simulation International, 2008), 21:1--5.
[[↩](#fnref-2025-42)]{.footnotereverse}]{#fn-2025-42}
43. [In 2008 *The Pirate Bay* co-founders Peter Sunde, Gottfrid
Svartholm Warg, Fredrik Neij, and Carl Lundstromwere were charged
with "conspiracy to break copyright related offenses" in Sweden. See
Simon Johnson for Reuters.com, "Pirate Bay Copyright Test Case
Begins in Sweden," last edited on February 16, 2009 and archived on
August 4, 2014,
[http://uk.reuters.com/article/2009/02/16/tech-us-sweden-piratebay-idUKTRE51F3K120090216](http://web.archive.org/web/20140804000829/http://uk.reuters.com/article/2009/02/16/tech-us-sweden-piratebay-idUKTRE51F3K120090216”).
[[↩](#fnref-2025-43)]{.footnotereverse}]{#fn-2025-43}
44. [TPB, "Worlds most resiliant tracking," last edited November 17,
2009 and archived on August 4, 2014,
[thepiratebay.se/blog/175](“http://web.archive.org/web/20140804015645/http://thepiratebay.se/blog/175”).
[[↩](#fnref-2025-44)]{.footnotereverse}]{#fn-2025-44}
45. [GIMEL/viewtopic.php?f=8&t=6999.
[[↩](#fnref-2025-45)]{.footnotereverse}]{#fn-2025-45}
46. [Thibault Cholez, Isabelle Chrisment, and Olivier Festor "Evaluation
of Sybil Attacks Protection Schemes in KAD," in *Scalability of
Networks and Services*, ed. Ramin Sadre and Aiko Pras, Lecture Notes
in Computer Science 5637 (Springer Berlin Heidelberg, 2009), 70--82.
[[↩](#fnref-2025-46)]{.footnotereverse}]{#fn-2025-46}
47. [J.P. Timpanaro et al., "BitTorrent's Mainline DHT Security
Assessment," in *2011 4th IFIP International Conference on New
Technologies, Mobility and Security (NTMS)*, 2011, 1--5.
[[↩](#fnref-2025-47)]{.footnotereverse}]{#fn-2025-47}
48. [Ernesto, "US P2P Lawsuit Shows Signs of a 'Pirate Honeypot',"
Technology, *TorrentFreak*, last edited in June 2011 and archived on
January 14, 2014,
[http://torrentfreak.com/u-s-p2p-lawsuit-shows-signs-of-a-pirate-honeypot-110601/](“https://web.archive.org/web/20140114200326/http://torrentfreak.com/u-s-p2p-lawsuit-shows-signs-of-a-pirate-honeypot-110601/”).
[[↩](#fnref-2025-48)]{.footnotereverse}]{#fn-2025-48}
49. [Benkler *The Wealth of Networks*, 60.
[[↩](#fnref-2025-49)]{.footnotereverse}]{#fn-2025-49}
50. [On the free and public library movement in England and the United
States see Thomas Greenwood, *Public Libraries: a History of the
Movement and a Manual for the Organization and Management of Rate
Supported Libraries* (Simpkin, Marshall, Hamilton, Kent, 1890);
Elizabeth Akers Allen and James Phinney Baxter, *Dedicatory
Exercises of the Baxter Building* (Auburn, Me: Lakeside Press,
1889). To read more about the history of free and public library
movements in Russia see Mary Stuart, "The Evolution of Librarianship
in Russia: the Librarians of the Imperial Public Library,
1808-1868," *The Library Quarterly* 64.1 (January 1994): 1--29; Mary
Stuart, "Creating a National Library for the Workers' State: the
Public Library in Petrograd and the Rumiantsev Library Under
Bolshevik Rule," *The Slavonic and East European Review* 72.2 (April
1994): 233--58; Mary Stuart "The Ennobling Illusion: the Public
Library Movement in Late Imperial Russia," *The Slavonic and East
European Review* 76.3 (July 1998): 401--40.
[[↩](#fnref-2025-50)]{.footnotereverse}]{#fn-2025-50}
51. [Michael H. Harris, *History of Libraries of the Western World*,
(London: Scarecrow Press, 1999), 136.
[[↩](#fnref-2025-51)]{.footnotereverse}]{#fn-2025-51}
52. [http://s\*.d\*.ru/comments/508985/.
[[↩](#fnref-2025-52)]{.footnotereverse}]{#fn-2025-52}
53. [RR/forum/viewtopic.php?t=1590026.
[[↩](#fnref-2025-53)]{.footnotereverse}]{#fn-2025-53}
54. [Aaron Halfaker et al."The Rise and Decline of an Open Collaboration
System: How Wikipedia's Reaction to Popularity Is Causing Its
Decline," *American Behavioral Scientist*, December 2012.
[[↩](#fnref-2025-54)]{.footnotereverse}]{#fn-2025-54}
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