Graziano, Mars & Medak
Learning from #Syllabus
2019
ACTIONS
LEARNING FROM
#SYLLABUS
VALERIA GRAZIANO,
MARCELL MARS,
TOMISLAV MEDAK
115
116
STATE MACHINES
LEARNING FROM #SYLLABUS
VALERIA GRAZIANO, MARCELL MARS, TOMISLAV MEDAK
The syllabus is the manifesto of the 21st century.
—Sean Dockray and Benjamin Forster1
#Syllabus Struggles
In August 2014, Michael Brown, an 18-year-old boy living in Ferguson, Missouri,
was fatally shot by police officer Darren Wilson. Soon after, as the civil protests denouncing police brutality and institutional racism began to mount across the United
States, Dr. Marcia Chatelain, Associate Professor of History and African American
Studies at Georgetown University, launched an online call urging other academics
and teachers ‘to devote the first day of classes to a conversation about Ferguson’ and ‘to recommend texts, collaborate on conversation starters, and inspire
dialogue about some aspect of the Ferguson crisis.’2 Chatelain did so using the
hashtag #FergusonSyllabus.
Also in August 2014, using the hashtag #gamergate, groups of users on 4Chan,
8Chan, Twitter, and Reddit instigated a misogynistic harassment campaign against
game developers Zoë Quinn and Brianna Wu, media critic Anita Sarkeesian, as well as
a number of other female and feminist game producers, journalists, and critics. In the
following weeks, The New Inquiry editors and contributors compiled a reading list and
issued a call for suggestions for their ‘TNI Syllabus: Gaming and Feminism’.3
In June 2015, Donald Trump announced his candidacy for President of the United
States. In the weeks that followed, he became the presumptive Republican nominee,
and The Chronicle of Higher Education introduced the syllabus ‘Trump 101’.4 Historians N.D.B. Connolly and Keisha N. Blain found ‘Trump 101’ inadequate, ‘a mock college syllabus […] suffer[ing] from a number of egregious omissions and inaccuracies’,
failing to include ‘contributions of scholars of color and address the critical subjects
of Trump’s racism, sexism, and xenophobia’. They assembled ‘Trump Syllabus 2.0’.5
Soon after, in response to a video in which Trump engaged in ‘an extremely lewd
conversation about women’ with TV host Billy Bush, Laura Ciolkowski put together a
‘Rape Culture Syllabus’.6
1
2
3
4
5
6
Sean Dockray, Benjamin Forster, and Public Office, ‘README.md’, Hyperreadings, 15 February
2018, https://samiz-dat.github.io/hyperreadings/.
Marcia Chatelain, ‘Teaching the #FergusonSyllabus’, Dissent Magazine, 28 November 2014,
https://www.dissentmagazine.org/blog/teaching-ferguson-syllabus/.
‘TNI Syllabus: Gaming and Feminism’, The New Inquiry, 2 September 2014, https://thenewinquiry.
com/tni-syllabus-gaming-and-feminism/.
‘Trump 101’, The Chronicle of Higher Education, 19 June 2016, https://www.chronicle.com/article/
Trump-Syllabus/236824/.
N.D.B. Connolly and Keisha N. Blain, ‘Trump Syllabus 2.0’, Public Books, 28 June 2016, https://
www.publicbooks.org/trump-syllabus-2-0/.
Laura Ciolkowski, ‘Rape Culture Syllabus’, Public Books, 15 October 2016, https://www.
publicbooks.org/rape-culture-syllabus/.
ACTIONS
117
In April 2016, members of the Standing Rock Sioux tribe established the Sacred Stone
Camp and started the protest against the Dakota Access Pipeline, the construction of
which threatened the only water supply at the Standing Rock Reservation. The protest at the site of the pipeline became the largest gathering of native Americans in
the last 100 years and they earned significant international support for their ReZpect
Our Water campaign. As the struggle between protestors and the armed forces unfolded, a group of Indigenous scholars, activists, and supporters of the struggles of
First Nations people and persons of color, gathered under the name the NYC Stands
for Standing Rock Committee, put together #StandingRockSyllabus.7
The list of online syllabi created in response to political struggles has continued to
grow, and at present includes many more examples:
All Monuments Must Fall Syllabus
#Blkwomensyllabus
#BLMSyllabus
#BlackIslamSyllabus
#CharlestonSyllabus
#ColinKaepernickSyllabus
#ImmigrationSyllabus
Puerto Rico Syllabus (#PRSyllabus)
#SayHerNameSyllabus
Syllabus for White People to Educate Themselves
Syllabus: Women and Gender Non-Conforming People Writing about Tech
#WakandaSyllabus
What To Do Instead of Calling the Police: A Guide, A Syllabus, A Conversation, A
Process
#YourBaltimoreSyllabus
It would be hard to compile a comprehensive list of all the online syllabi that have
been created by social justice movements in the last five years, especially, but not
exclusively, those initiated in North America in the context of feminist and anti-racist
activism. In what is now a widely spread phenomenon, these political struggles use
social networks and resort to the hashtag template ‘#___Syllabus’ to issue calls for
the bottom-up aggregation of resources necessary for political analysis and pedagogy
centering on their concerns. For this reason, we’ll call this phenomenon ‘#Syllabus’.
During the same years that saw the spread of the #Syllabus phenomenon, university
course syllabi have also been transitioning online, often in a top-down process initiated
by academic institutions, which has seen the syllabus become a contested document
in the midst of increasing casualization of teaching labor, expansion of copyright protections, and technology-driven marketization of education.
In what follows, we retrace the development of the online syllabus in both of these
contexts, to investigate the politics enmeshed in this new media object. Our argument
7
‘#StandingRockSyllabus’, NYC Stands with Standing Rock, 11 October 2016, https://
nycstandswithstandingrock.wordpress.com/standingrocksyllabus/.
118
STATE MACHINES
is that, on the one hand, #Syllabus names the problem of contemporary political culture as pedagogical in nature, while, on the other hand, it also exposes academicized
critical pedagogy and intellectuality as insufficiently political in their relation to lived
social reality. Situating our own stakes as both activists and academics in the present
debate, we explore some ways in which the radical politics of #Syllabus could be supported to grow and develop as an articulation of solidarity between amateur librarians
and radical educators.
#Syllabus in Historical Context: Social Movements and Self-Education
When Professor Chatelain launched her call for #FergusonSyllabus, she was mainly
addressing a community of fellow educators:
I knew Ferguson would be a challenge for teachers: When schools opened across
the country, how were they going to talk about what happened? My idea was simple, but has resonated across the country: Reach out to the educators who use
Twitter. Ask them to commit to talking about Ferguson on the first day of classes.
Suggest a book, an article, a film, a song, a piece of artwork, or an assignment that
speaks to some aspect of Ferguson. Use the hashtag: #FergusonSyllabus.8
Her call had a much greater resonance than she had originally anticipated as it reached
beyond the limits of the academic community. #FergusonSyllabus had both a significant impact in shaping the analysis and the response to the shooting of Michael
Brown, and in inspiring the many other #Syllabus calls that soon followed.
The #Syllabus phenomenon comprises different approaches and modes of operating. In some cases, the material is clearly claimed as the creation of a single individual, as in the case of #BlackLivesMatterSyllabus, which is prefaced on the project’s
landing page by a warning to readers that ‘material compiled in this syllabus should
not be duplicated without proper citation and attribution.’9 A very different position on
intellectual property has been embraced by other #Syllabus interventions that have
chosen a more commoning stance. #StandingRockSyllabus, for instance, is introduced as a crowd-sourced process and as a useful ‘tool to access research usually
kept behind paywalls.’10
The different workflows, modes of engagements, and positioning in relation to
intellectual property make #Syllabus readable as symptomatic of the multiplicity
that composes social justice movements. There is something old school—quite
literally—about the idea of calling a list of online resources a ‘syllabus’; a certain
quaintness, evoking thoughts of teachers and homework. This is worthy of investigation especially if contrasted with the attention dedicated to other online cultural
phenomena such as memes or fake news. Could it be that the online syllabus offers
8
9
10
Marcia Chatelain, ‘How to Teach Kids About What’s Happening in Ferguson’, The Atlantic, 25
August 2014, https://www.theatlantic.com/education/archive/2014/08/how-to-teach-kids-aboutwhats-happening-in-ferguson/379049/.
Frank Leon Roberts, ‘Black Lives Matter: Race, Resistance, and Populist Protest’, 2016, http://
www.blacklivesmattersyllabus.com/fall2016/.
‘#StandingRockSyllabus’, NYC Stands with Standing Rock, 11 October 2016, https://
nycstandswithstandingrock.wordpress.com/standingrocksyllabus/.
ACTIONS
119
a useful, fresh format precisely for the characteristics that foreground its connections to older pedagogical traditions and techniques, predating digital cultures?
#Syllabus can indeed be analyzed as falling within a long lineage of pedagogical tools
created by social movements to support processes of political subjectivation and the
building of collective consciousness. Activists and militant organizers have time and
again created and used various textual media objects—such as handouts, pamphlets,
cookbooks, readers, or manifestos—to facilitate a shared political analysis and foment
mass political mobilization.
In the context of the US, anti-racist movements have historically placed great emphasis on critical pedagogy and self-education. In 1964, the Council of Federated Organizations (an alliance of civil rights initiatives) and the Student Nonviolent
Coordinating Committee (SNCC), created a network of 41 temporary alternative
schools in Mississippi. Recently, the Freedom Library Project, a campaign born out
of #FergusonSyllabus to finance under-resourced pedagogical initiatives, openly
referenced this as a source of inspiration. The Freedom Summer Project of 1964
brought hundreds of activists, students, and scholars (many of whom were white)
from the north of the country to teach topics and issues that the discriminatory
state schools would not offer to black students. In the words of an SNCC report,
Freedom Schools were established following the belief that ‘education—facts to
use and freedom to use them—is the basis of democracy’,11 a conviction echoed
by the ethos of contemporary #Syllabus initiatives.
Bob Moses, a civil rights movement leader who was the head of the literary skills initiative in Mississippi, recalls the movement’s interest, at the time, in teaching methods
that used the very production of teaching materials as a pedagogical tool:
I had gotten hold of a text and was using it with some adults […] and noticed that
they couldn’t handle it because the pictures weren’t suited to what they knew […]
That got me into thinking about developing something closer to what people were
doing. What I was interested in was the idea of training SNCC workers to develop
material with the people we were working with.12
It is significant that for him the actual use of the materials the group created was much
less important than the process of producing the teaching materials together. This focus
on what could be named as a ‘pedagogy of teaching’, or perhaps more accurately ‘the
pedagogy of preparing teaching materials’, is also a relevant mechanism at play in the
current #Syllabus initiatives, as their crowdsourcing encourages different kinds of people
to contribute what they feel might be relevant resources for the broader movement.
Alongside the crucial import of radical black organizing, another relevant genealogy in
which to place #Syllabus would be the international feminist movement and, in particular, the strategies developed in the 70s campaign Wages for Housework, spearheaded
11
12
Daniel Perlstein, ‘Teaching Freedom: SNCC and the Creation of the Mississippi Freedom Schools’,
History of Education Quarterly 30.3 (Autumn 1990): 302.
Perlstein, ‘Teaching Freedom’: 306.
120
STATE MACHINES
by Selma James and Silvia Federici. The Wages for Housework campaign drove home
the point that unwaged reproductive labor provides a foundation for capitalist exploitation. They wanted to encourage women to denaturalize and question the accepted
division of labor into remunerated work outside the house and labor of love within
the confines of domesticity, discussing taboo topics such as ‘prostitution as socialized housework’ and ‘forced sterilization’ as issues impacting poor, often racialized,
women. The organizing efforts of Wages for Housework held political pedagogy at their
core. They understood that that pedagogy required:
having literature and other materials available to explain our goals, all written in a
language that women can understand. We also need different types of documents,
some more theoretical, others circulating information about struggles. It is important
that we have documents for women who have never had any political experience.
This is why our priority is to write a popular pamphlet that we can distribute massively and for free—because women have no money.13
The obstacles faced by the Wages for Housework campaign were many, beginning
with the issue of how to reach a dispersed constituency of isolated housewives
and how to keep the revolutionary message at the core of their claims accessible
to different groups. In order to tackle these challenges, the organizers developed
a number of innovative communication tactics and pedagogical tools, including
strategies to gain mainstream media coverage, pamphlets and leaflets translated
into different languages,14 a storefront shop in Brooklyn, and promotional tables at
local events.
Freedom Schools and the Wages for Housework campaign are only two amongst
the many examples of the critical pedagogies developed within social movements.
The #Syllabus phenomenon clearly stands in the lineage of this history, yet we should
also highlight its specificity in relation to the contemporary political context in which it
emerged. The #Syllabus acknowledges that since the 70s—and also due to students’
participation in protests and their display of solidarity with other political movements—
subjects such as Marxist critical theory, women studies, gender studies, and African
American studies, together with some of the principles first developed in critical pedagogy, have become integrated into the educational system. The fact that many initiators of #Syllabus initiatives are women and Black academics speaks to this historical
shift as an achievement of that period of struggles. However, the very necessity felt by
these educators to kick-start their #Syllabus campaigns outside the confines of academia simultaneously reveals the difficulties they encounter within the current privatized and exclusionary educational complex.
13
14
Silvia Federici and Arlen Austin (eds) The New York Wages for Housework Committee 1972-1977:
History, Theory and Documents. New York: Autonomedia, 2017: 37.
Some of the flyers and pamphlets were digitized by MayDay Rooms, ‘a safe haven for historical
material linked to social movements, experimental culture and the radical expression of
marginalised figures and groups’ in London, and can be found in their online archive: ‘Wages
for Housework: Pamphlets – Flyers – Photographs’, MayDay Rooms, http://maydayrooms.org/
archives/wages-for-housework/wfhw-pamphlets-flyers-photographs/.
ACTIONS
121
#Syllabus as a Media Object
Besides its contextualization within the historical legacy of previous grassroots mobilizations, it is also necessary to discuss #Syllabus as a new media object in its own
right, in order to fully grasp its relevance for the future politics of knowledge production and transmission.
If we were to describe this object, a #Syllabus would be an ordered list of links to
scholarly texts, news reports, and audiovisual media, mostly aggregated through a
participatory and iterative process, and created in response to political events indicative of larger conditions of structural oppression. Still, as we have seen, #Syllabus
as a media object doesn’t follow a strict format. It varies based on the initial vision
of their initiators, political causes, and social composition of the relevant struggle.
Nor does it follow the format of traditional academic syllabi. While a list of learning
resources is at the heart of any syllabus, a boilerplate university syllabus typically
also includes objectives, a timetable, attendance, coursework, examination, and an
outline of the grading system used for the given course. Relieved of these institutional
requirements, the #Syllabus typically includes only a reading list and a hashtag. The
reading list provides resources for understanding what is relevant to the here and
now, while the hashtag provides a way to disseminate across social networks the call
to both collectively edit and teach what is relevant to the here and now. Both the list
and the hashtag are specificities and formal features of the contemporary (internet)
culture and therefore merit further exploration in relation to the social dynamics at
play in #Syllabus initiatives.
The different phases of the internet’s development approached the problem of the
discoverability of relevant information in different ways. In the early days, the Gopher
protocol organized information into a hierarchical file tree. With the rise of World Wide
Web (WWW), Yahoo tried to employ experts to classify and catalog the internet into
a directory of links. That seemed to be a successful approach for a while, but then
Google (founded in 1998) came along and started to use a webgraph of links to rank
the importance of web pages relative to a given search query.
In 2005, Clay Shirky wrote the essay ‘Ontology is Overrated: Categories, Links and
Tags’,15 developed from his earlier talk ‘Folksonomies and Tags: The Rise of User-Developed Classification’. Shirky used Yahoo’s attempt to categorize the WWW to argue
against any attempt to classify a vast heterogenous body of information into a single
hierarchical categorical system. In his words: ‘[Yahoo] missed [...] that, if you’ve got
enough links, you don’t need the hierarchy anymore. There is no shelf. There is no file
system. The links alone are enough.’ Those words resonated with many. By following
simple formatting rules, we, the internet users, whom Time magazine named Person of
the Year in 2006, proved that it is possible to collectively write the largest encyclopedia
ever. But, even beyond that, and as per Shirky’s argument, if enough of us organized
our own snippets of the vast body of the internet, we could replace old canons, hierarchies, and ontologies with folksonomies, social bookmarks, and (hash)tags.
15
Clay Shirky, ‘Ontology Is Overrated: Categories, Links, and Tags’, 2005, http://shirky.com/writings/
herecomeseverybody/ontology_overrated.html.
122
STATE MACHINES
Very few who lived through those times would have thought that only a few years later
most user-driven services would be acquired by a small number of successful companies and then be shut down. Or, that Google would decide not to include the biggest
hashtag-driven platform, Twitter, into its search index and that the search results on
its first page would only come from a handful of usual suspects: media conglomerates, Wikipedia, Facebook, LinkedIn, Amazon, Reddit, Quora. Or, that Twitter would
become the main channel for the racist, misogynist, fascist escapades of the President
of United States.
This internet folk naivety—stoked by an equally enthusiastic, venture-capital-backed
startup culture—was not just naivety. This was also a period of massive experimental
use of these emerging platforms. Therefore, this history would merit to be properly
revisited and researched. In this text, however, we can only hint to this history: to contextualize how the hashtag as a formalization initially emerged, and how with time the
user-driven web lost some of its potential. Nonetheless, hashtags today still succeed in
propagating political mobilizations in the network environment. Some will say that this
propagation is nothing but a reflection of the internet as a propaganda machine, and
there’s no denying that hashtags do serve a propaganda function. However, it equally
matters that hashtags retain the capacity to shape coordination and self-organization,
and they are therefore a reflection of the internet as an organization machine.
As mentioned, #Syllabus as a media object is an ordered list of links to resources.
In the long history of knowledge retrieval systems and attempts to help users find
relevant information from big archives, the list on the internet continues in the tradition of the index card catalog in libraries, of charts in the music industry, or mixtapes
and playlists in popular culture, helping people tell their stories of what is relevant and
what isn’t through an ordered sequence of items. The list (as a format) together with
the hashtag find themselves in the list (pun intended) of the most iconic media objects
of the internet. In the network media environment, being smart in creating new lists
became the way to displace old lists of relevance, the way to dismantle canons, the
way to unlearn. The way to become relevant.
The Academic Syllabus Migrates Online
#Syllabus interventions are a challenge issued by political struggles to educators as
they expose a fundamental contradiction in the operations of academia. While critical pedagogies of yesteryear’s social movements have become integrated into the
education system, the radical lessons that these pedagogies teach students don’t
easily reconcile with their experience: professional practice courses, the rethoric of
employability and compulsory internships, where what they learn is merely instrumental, leaves them wondering how on earth they are to apply their Marxism or feminism
to their everyday lives?
Cognitive dissonance is at the basis of degrees in the liberal arts. And to make things
worse, the marketization of higher education, the growing fees and the privatization
of research has placed universities in a position where they increasingly struggle to
provide institutional space for critical interventions in social reality. As universities become more dependent on the ‘customer satisfaction’ of their students for survival, they
steer away from heated political topics or from supporting faculty members who might
decide to engage with them. Borrowing the words of Stefano Harney and Fred Moten,
ACTIONS
123
‘policy posits curriculum against study’,16 creating the paradoxical situation wherein
today’s universities are places in which it is possible to do almost everything except
study. What Harney and Moten propose instead is the re-appropriation of the diffuse
capacity of knowledge generation that stems from the collective processes of selforganization and commoning. As Moten puts it: ‘When I think about the way we use the
term ‘study,’ I think we are committed to the idea that study is what you do with other
people.’17 And it is this practice of sharing a common repertoire—what Moten and
Harney call ‘rehearsal’18—that is crucially constitutive of a crowdsourced #Syllabus.
This contradiction and the tensions it brings to contemporary neoliberal academia can
be symptomatically observed in the recent evolution of the traditional academic syllabus. As a double consequence of (some) critical pedagogies becoming incorporated
into the teaching process and universities striving to reduce their liability risks, academic syllabi have become increasingly complex and extensive documents. They are
now understood as both a ‘social contract’ between the teachers and their students,
and ‘terms of service’19 between the institution providing educational services and the
students increasingly framed as sovereign consumers making choices in the market of
educational services. The growing official import of the syllabus has had the effect that
educators have started to reflect on how the syllabus translates the power dynamics
into their classroom. For instance, the critical pedagogue Adam Heidebrink-Bruno has
demanded that the syllabus be re-conceived as a manifesto20—a document making
these concerns explicit. And indeed, many academics have started to experiment with
the form and purpose of the syllabus, opening it up to a process of co-conceptualization with their students, or proposing ‘the other syllabus’21 to disrupt asymmetries.
At the same time, universities are unsurprisingly moving their syllabi online. A migration
that can be read as indicative of three larger structural shifts in academia.
First, the push to make syllabi available online, initiated in the US, reinforces the differential effects of reputation economy. It is the Ivy League universities and their professorial star system that can harness the syllabus to advertise the originality of their
scholarship, while the underfunded public universities and junior academics are burdened with teaching the required essentials. This practice is tied up with the replication
in academia of the different valorization between what is considered to be the labor of
production (research) and that of social reproduction (teaching). The low esteem (and
corresponding lower rewards and remuneration) for the kinds of intellectual labors that
can be considered labors of care—editing journals, reviewing papers or marking, for
instance—fits perfectly well with the gendered legacies of the academic institution.
Stefano Harney and Fred Moten, The Undercommons: Fugitive Planning & Black Study, New York:
Autonomedia, 2013, p. 81.
17 Harney and Moten, The Undercommons, p. 110.
18 Harney and Moten, The Undercommons, p. 110.
19 Angela Jenks, ‘It’s In The Syllabus’, Teaching Tools, Cultural Anthropology website, 30 June 2016,
https://culanth.org/fieldsights/910-it-s-in-the-syllabu/.
20 Adam Heidebrink-Bruno, ‘Syllabus as Manifesto: A Critical Approach to Classroom Culture’,
Hybrid Pedagogy, 28 August 2014, http://hybridpedagogy.org/syllabus-manifesto-criticalapproach-classroom-culture/.
21 Lucy E. Bailey, ‘The “Other” Syllabus: Rendering Teaching Politics Visible in the Graduate
Pedagogy Seminar’, Feminist Teacher 20.2 (2010): 139–56.
16
124
STATE MACHINES
Second, with the withdrawal of resources to pay precarious and casualized academics during their ‘prep’ time (that is, the time in which they can develop new
course material, including assembling new lists of references, updating their courses as well as the methodologies through which they might deliver these), syllabi
now assume an ambivalent role between the tendencies for collectivization and
individualization of insecurity. The reading lists contained in syllabi are not covered
by copyrights; they are like playlists or recipes, which historically had the effect of
encouraging educators to exchange lesson plans and make their course outlines
freely available as a valuable knowledge common. Yet, in the current climate where
universities compete against each other, the authorial function is being extended
to these materials too. Recently, US universities have been leading a trend towards
the interpretation of the syllabus as copyrightable material, an interpretation that
opened up, as would be expected, a number of debates over who is a syllabus’
rightful owner, whether the academics themselves or their employers. If the latter interpretation were to prevail, this would enable universities to easily replace
academics while retaining their contributions to the pedagogical offer. The fruits of
a teacher’s labor could thus be turned into instruments of their own deskilling and
casualization: why would universities pay someone to write a course when they can
recycle someone else’s syllabus and get a PhD student or a precarious post doc to
teach the same class at a fraction of the price?
This tendency to introduce a logic of property therefore spurs competitive individualism and erasure of contributions from others. Thus, crowdsourcing the syllabus
in the context of growing precarization of labor risks remaining a partial process,
as it might heighten the anxieties of those educators who do not enjoy the security
of a stable job and who are therefore the most susceptible to the false promises of
copyright enforcement and authorship understood as a competitive, small entrepreneurial activity. However, when inserted in the context of live, broader political
struggles, the opening up of the syllabus could and should be an encouragement
to go in the opposite direction, providing a ground to legitimize the collective nature
of the educational process and to make all academic resources available without
copyright restrictions, while devising ways to secure the proper attribution and the
just remuneration of everyone’s labor.
The introduction of the logic of property is hard to challenge as it is furthered by commercial academic publishers. Oligopolists, such as Elsevier, are not only notorious for
using copyright protections to extract usurious profits from the mostly free labor of
those who write, peer review, and edit academic journals,22 but they are now developing all sorts of metadata, metrics, and workflow systems that are increasingly becoming central for teaching and research. In addition to their publishing business, Elsevier
has expanded its ‘research intelligence’ offering, which now encompasses a whole
range of digital services, including the Scopus citation database; Mendeley reference
manager; the research performance analytics tools SciVal and Research Metrics; the
centralized research management system Pure; the institutional repository and pub-
22 Vincent Larivière, Stefanie Haustein, and Philippe Mongeon, ‘The Oligopoly of Academic
Publishers in the Digital Era’, PLoS ONE 10.6 (10 June 2015),https://journals.plos.org/plosone/
article?id=10.1371/journal.pone.0127502/.
ACTIONS
125
lishing platform Bepress; and, last but not least, grant discovery and funding flow tools
Funding Institutional and Elsevier Funding Solutions. Given how central digital services
are becoming in today’s universities, whoever owns these platforms is the university.
Third, the migration online of the academic syllabus falls into larger efforts by universities to ‘disrupt’ the educational system through digital technologies. The introduction
of virtual learning environments has led to lesson plans, slides, notes, and syllabi becoming items to be deposited with the institution. The doors of public higher education are being opened to commercial qualification providers by means of the rise in
metrics-based management, digital platforming of university services, and transformation of students into consumers empowered to make ‘real-time’ decisions on how to
spend their student debt.23 Such neoliberalization masquerading behind digitization
is nowhere more evident than in the hype that was generated around Massive Open
Online Courses (MOOCs), exactly at the height of the last economic crisis.
MOOCs developed gradually from the Massachusetts Institute of Techology’s (MIT) initial experiments with opening up its teaching materials to the public through the OpenCourseWare project in 2001. By 2011, MOOCs were saluted as a full-on democratization of access to ‘Ivy-League-caliber education [for] the world’s poor.’24 And yet, their
promise quickly deflated following extremely low completion rates (as low as 5%).25
Believing that in fifty years there will be no more than 10 institutions globally delivering
higher education,26 by the end of 2013 Sebastian Thrun (Google’s celebrated roboticist
who in 2012 founded the for-profit MOOC platform Udacity), had to admit that Udacity
offered a ‘lousy product’ that proved to be a total failure with ‘students from difficult
neighborhoods, without good access to computers, and with all kinds of challenges in
their lives.’27 Critic Aaron Bady has thus rightfully argued that:
[MOOCs] demonstrate what the technology is not good at: accreditation and mass
education. The MOOC rewards self-directed learners who have the resources and
privilege that allow them to pursue learning for its own sake [...] MOOCs are also a
really poor way to make educational resources available to underserved and underprivileged communities, which has been the historical mission of public education.28
Indeed, the ‘historical mission of public education’ was always and remains to this
day highly contested terrain—the very idea of a public good being under attack by
dominant managerial techniques that try to redefine it, driving what Randy Martin
23 Ben Williamson, ‘Number Crunching: Transforming Higher Education into “Performance Data”’,
Medium, 16 August 2018, https://medium.com/ussbriefs/number-crunching-transforming-highereducation-into-performance-data-9c23debc4cf7.
24 Max Chafkin, ‘Udacity’s Sebastian Thrun, Godfather Of Free Online Education, Changes Course’,
FastCompany, 14 November 2013, https://www.fastcompany.com/3021473/udacity-sebastianthrun-uphill-climb/.
25 ‘The Rise (and Fall?) Of the MOOC’, Oxbridge Essays, 14 November 2017, https://www.
oxbridgeessays.com/blog/rise-fall-mooc/.
26 Steven Leckart, ‘The Stanford Education Experiment Could Change Higher Learning Forever’,
Wired, 20 March 2012, https://www.wired.com/2012/03/ff_aiclass/.
27 Chafkin, ‘Udacity’s Sebastian Thrun’.
28 Aaron Bady, ‘The MOOC Moment and the End of Reform’, Liberal Education 99.4 (Fall 2013),
https://www.aacu.org/publications-research/periodicals/mooc-moment-and-end-reform.
126
STATE MACHINES
aptly called the ‘financialization of daily life.’29 The failure of MOOCs finally points to a
broader question, also impacting the vicissitudes of #Syllabus: Where will actual study
practices find refuge in the social, once the social is made directly productive for capital at all times? Where will study actually ‘take place’, in the literal sense of the phrase,
claiming the resources that it needs for co-creation in terms of time, labor, and love?
Learning from #Syllabus
What have we learned from the #Syllabus phenomenon?
The syllabus is the manifesto of 21st century.
Political struggles against structural discrimination, oppression, and violence in the
present are continuing the legacy of critical pedagogies of earlier social movements
that coupled the process of political subjectivation with that of collective education.
By creating effective pedagogical tools, movements have brought educators and students into the fold of their struggles. In the context of our new network environment,
political struggles have produced a new media object: #Syllabus, a crowdsourced list
of resources—historic and present—relevant to a cause. By doing so, these struggles
adapt, resist, and live in and against the networks dominated by techno-capital, with
all of the difficulties and contradictions that entails.
What have we learned from the academic syllabus migrating online?
In the contemporary university, critical pedagogy is clashing head-on with the digitization of higher education. Education that should empower and research that should
emancipate are increasingly left out in the cold due to the data-driven marketization
of academia, short-cutting the goals of teaching and research to satisfy the fluctuating demands of labor market and financial speculation. Resistance against the capture of data, research workflows, and scholarship by means of digitization is a key
struggle for the future of mass intellectuality beyond exclusions of class, disability,
gender, and race.
What have we learned from #Syllabus as a media object?
As old formats transform into new media objects, the digital network environment defines the conditions in which these new media objects try to adjust, resist, and live. A
right intuition can intervene and change the landscape—not necessarily for the good,
particularly if the imperatives of capital accumulation and social control prevail. We
thus need to re-appropriate the process of production and distribution of #Syllabus
as a media object in its totality. We need to build tools to collectively control the workflows that are becoming the infrastructures on top of which we collaboratively produce
knowledge that is vital for us to adjust, resist, and live. In order to successfully intervene in the world, every aspect of production and distribution of these new media objects becomes relevant. Every single aspect counts. The order of items in a list counts.
The timestamp of every version of the list counts. The name of every contributor to
29 Randy Martin, Financialization Of Daily Life, Philadelphia: Temple University Press, 2002.
ACTIONS
127
every version of the list counts. Furthermore, the workflow to keep track of all of these
aspects is another complex media object—a software tool of its own—with its own order and its own versions. It is a recursive process of creating an autonomous ecology.
#Syllabus can be conceived as a recursive process of versioning lists, pointing to textual, audiovisual, or other resources. With all of the linked resources publicly accessible to all; with all versions of the lists editable by all; with all of the edits attributable to
their contributors; with all versions, all linked resources, all attributions preservable by
all, just such an autonomous ecology can be made for #Syllabus. In fact, Sean Dockray, Benjamin Forster, and Public Office have already proposed such a methodology in
their Hyperreadings, a forkable readme.md plaintext document on GitHub. They write:
A text that by its nature points to other texts, the syllabus is already a relational
document acknowledging its own position within a living field of knowledge. It is
decidedly not self-contained, however it often circulates as if it were.
If a syllabus circulated as a HyperReadings document, then it could point directly to the texts and other media that it aggregates. But just as easily as it circulates, a HyperReadings syllabus could be forked into new versions: the syllabus
is changed because there is a new essay out, or because of a political disagreement, or because following the syllabus produced new suggestions. These forks
become a family tree where one can follow branches and trace epistemological
mutations.30
It is in line with this vision, which we share with the HyperReadings crew, and in line
with our analysis, that we, as amateur librarians, activists, and educators, make our
promise beyond the limits of this text.
The workflow that we are bootstrapping here will keep in mind every aspect of the media object syllabus (order, timestamp, contributor, version changes), allowing diversity
via forking and branching, and making sure that every reference listed in a syllabus
will find its reference in a catalog which will lead to the actual material, in digital form,
needed for the syllabus.
Against the enclosures of copyright, we will continue building shadow libraries and
archives of struggles, providing access to resources needed for the collective processes of education.
Against the corporate platforming of workflows and metadata, we will work with social
movements, political initiatives, educators, and researchers to aggregate, annotate,
version, and preserve lists of resources.
Against the extractivism of academia, we will take care of the material conditions that
are needed for such collective thinking to take place, both on- and offline.
30 Sean Dockray, Benjamin Forster, and Public Office, ‘README.md’, Hyperreadings, 15 February
2018, https://samiz-dat.github.io/hyperreadings/.
128
STATE MACHINES
Bibliography
Bady, Aaron. ‘The MOOC Moment and the End of Reform’, Liberal Education 99.4 (Fall 2013), https://
www.aacu.org/publications-research/periodicals/mooc-moment-and-end-reform/.
Bailey, Lucy E. ‘The “Other” Syllabus: Rendering Teaching Politics Visible in the Graduate Pedagogy
Seminar’, Feminist Teacher 20.2 (2010): 139–56.
Chafkin, Max. ‘Udacity’s Sebastian Thrun, Godfather Of Free Online Education, Changes Course’,
FastCompany, 14 November 2013, https://www.fastcompany.com/3021473/udacity-sebastianthrun-uphill-climb/.
Chatelain, Marcia. ‘How to Teach Kids About What’s Happening in Ferguson’, The Atlantic, 25 August
2014, https://www.theatlantic.com/education/archive/2014/08/how-to-teach-kids-about-whatshappening-in-ferguson/379049/.
_____. ‘Teaching the #FergusonSyllabus’, Dissent Magazine, 28 November 2014, https://www.dissentmagazine.org/blog/teaching-ferguson-syllabus/.
Ciolkowski, Laura. ‘Rape Culture Syllabus’, Public Books, 15 October 2016, https://www.publicbooks.
org/rape-culture-syllabus/.
Connolly, N.D.B. and Keisha N. Blain. ‘Trump Syllabus 2.0’, Public Books, 28 June 2016, https://www.
publicbooks.org/trump-syllabus-2-0/.
Dockray, Sean, Benjamin Forster, and Public Office. ‘README.md’, HyperReadings, 15 February 2018,
https://samiz-dat.github.io/hyperreadings/.
Federici, Silvia, and Arlen Austin (eds) The New York Wages for Housework Committee 1972-1977: History, Theory, Documents, New York: Autonomedia, 2017.
Harney, Stefano, and Fred Moten, The Undercommons: Fugitive Planning & Black Study, New York:
Autonomedia, 2013.
Heidebrink-Bruno, Adam. ‘Syllabus as Manifesto: A Critical Approach to Classroom Culture’, Hybrid
Pedagogy, 28 August 2014, http://hybridpedagogy.org/syllabus-manifesto-critical-approach-classroom-culture/.
Jenks, Angela. ‘It’s In The Syllabus’, Teaching Tools, Cultural Anthropology website, 30 June 2016,
https://culanth.org/fieldsights/910-it-s-in-the-syllabus/.
Larivière, Vincent, Stefanie Haustein, and Philippe Mongeon, ‘The Oligopoly of Academic Publishers in the Digital Era’, PLoS ONE 10.6 (10 June 2015), https://journals.plos.org/plosone/
article?id=10.1371/journal.pone.0127502/.
Leckart, Steven. ‘The Stanford Education Experiment Could Change Higher Learning Forever’, Wired,
20 March 2012, https://www.wired.com/2012/03/ff_aiclass/.
Martin, Randy. Financialization Of Daily Life, Philadelphia: Temple University Press, 2002.
Perlstein, Daniel. ‘Teaching Freedom: SNCC and the Creation of the Mississippi Freedom Schools’,
History of Education Quarterly 30.3 (Autumn 1990).
Roberts, Frank Leon. ‘Black Lives Matter: Race, Resistance, and Populist Protest’, 2016, http://www.
blacklivesmattersyllabus.com/fall2016/.
‘#StandingRockSyllabus’, NYC Stands with Standing Rock, 11 October 2016, https://nycstandswithstandingrock.wordpress.com/standingrocksyllabus/.
Shirky, Clay. ‘Ontology Is Overrated: Categories, Links, and Tags’, 2005, http://shirky.com/writings/
herecomeseverybody/ontology_overrated.html.
‘The Rise (and Fall?) Of the MOOC’, Oxbridge Essays, 14 November 2017, https://www.oxbridgeessays.
com/blog/rise-fall-mooc/.
‘TNI Syllabus: Gaming and Feminism’, The New Inquiry, 2 September 2014, https://thenewinquiry.com/
tni-syllabus-gaming-and-feminism/.
‘Trump 101’, The Chronicle of Higher Education, 19 June 2016, https://www.chronicle.com/article/
Trump-Syllabus/236824/.
‘Wages for Housework: Pamphlets – Flyers – Photographs,’ MayDay Rooms, http://maydayrooms.org/
archives/wages-for-housework/wfhw-pamphlets-flyers-photographs/.
Williamson, Ben. ‘Number Crunching: Transforming Higher Education into “Performance Data”’,
Medium, 16 August 2018, https://medium.com/ussbriefs/number-crunching-transforming-highereducation-into-performance-data-9c23debc4cf7/.
WHW
There Is Something Political in the City Air
2016
What, How & for Whom / WHW
“There is something political in the city air”*
The curatorial collective What,
How & for Whom / WHW, based
in Zagreb and Berlin, examine
the interconnections between
contemporary art and political and
social strata, including the role of art
institutions in contemporary society.
In the present essay, their discussion
of recent projects they curated
highlights the struggle for access to
knowledge and the free distribution
of information, which in Croatia also
means confronting the pressures
of censorship and revisionism
in the writing of history and the
construction of the future.
Contemporary art’s attempts to come to terms with its evasions in delivering on the promise of its own intrinsic capacity to propose alternatives, and
to do better in the constant game of staying ahead of institutional closures
and marketization, are related to a broader malady in leftist politics. The
crisis of organizational models and modes of political action feels especially acute nowadays, after the latest waves of massive political mobilization
and upheaval embodied in such movements as the Arab Spring and Occupy and the widespread social protests in Southern Europe against austerity
measures – and the failure of these movements to bring about structural
changes. As we witnessed in the dramatic events that unfolded through the
spring and summer of 2015, even in Greece, where Syriza was brought to
power, the people’s will behind newly elected governments proved insufficient to change the course of austerity politics in Europe. Simultaneously,
a series of conditional gains and effective defeats gave rise to the alarming
ascent of radical right-wing populism, against which the left has failed to
provide any real vision or driving force.
Both the practice of political articulation and the political practices of
art have been affected by the hollowing and disabling of democracy related
to the ascendant hegemony of the neoliberal rationale that shapes every
domain of our lives in accordance with a specific image of economics,1
as well as the problematic “embrace of localism and autonomy by much
of the left as the pure strategy”2 and the left’s inability to destabilize the
dominant world-view and reclaim the future.3 Consequently, art practices
increasingly venture into novel modes of operation that seek to “expand
our collective imagination beyond what capitalism allows”.4 They not only
point to the problems but address them head on. By negotiating art’s autonomy and impact on the social, and by conceptualizing the whole edifice
of art as a social symptom, such practices attempt to do more than simply
squeeze novel ideas into exhausted artistic formats and endow them with
political content that produces “marks of distinction”,5 which capital then
exploits for the enhancement of its own reproduction.
The two projects visited in this text both work toward building truly
accessible public spaces. Public Library, launched by Marcell Mars and
Tomislav Medak in 2012, is an ongoing media and social project based on
ideas from the open-source software movement, while Autonomy Cube, by
artist Trevor Paglen and the hacker and computer security researcher Jacob Appelbaum, centres on anonymized internet usage in the post–Edward
*
1
2
3
4
5
David Harvey, Rebel Cities: From the Right to the City to the Urban Revolution, Verso, London and New York, 2012, p. 117.
See Wendy Brown, Undoing the Demos: Neoliberalism’s Stealth Revolution, Zone books,
New York, 2015.
Harvey, Rebel Cities, p. 83.
See Nick Srnicek and Alex Williams, Inventing the Future: Postcapitalism and a World
Without Work, Verso, London and New York, 2015.
Ibid., p. 495.
See Harvey, Rebel Cities, especially pp. 103–109.
“There is something political in the city air”
289
Snowden world of unprecedented institutionalized surveillance. Both projects operate in tacit alliance with art institutions that more often than not
are suffering from a kind of “mission drift” under pressure to align their
practices and structures with the profit sector, a situation that in recent
decades has gradually become the new norm.6 By working within and with
art institutions, both Public Library and Autonomy Cube induce the institutions to return to their initial mission of creating new common spaces
of socialization and political action. The projects develop counter-publics
and work with infrastructures, in the sense proposed by Keller Easterling:
not just physical networks but shared standards and ideas that constitute
points of contact and access between people and thus rule, govern, and
control the spaces in which we live.7
By building a repository of digitized books, and enabling others to do this
as well, Public Library promotes the idea of the library as a truly public institution that offers universal access to knowledge, which “together with
free public education, a free public healthcare, the scientific method, the
Universal Declaration of Human Rights, Wikipedia, and free software,
among others – we, the people, are most proud of ”, as the authors of the
project have said.8 Public Library develops devices for the free sharing of
books, but it also functions as a platform for advocating social solidarity
in free access to knowledge. By ignoring and avoiding the restrictive legal
regime for intellectual property, which was brought about by decades of
neoliberalism, as well as the privatization or closure of public institutions,
spatial controls, policing, and surveillance – all of which disable or restrict
possibilities for building new social relations and a new commons – Public
Library can be seen as part of the broader movement to resist neoliberal
austerity politics and the commodification of knowledge and education
and to appropriate public spaces and public goods for common purposes.
While Public Library is fully engaged with the movement to oppose the
copyright regime – which developed as a kind of rent for expropriating the
commons and reintroducing an artificial scarcity of cognitive goods that
could be reproduced virtually for free – the project is not under the spell of
digital fetishism, which until fairly recently celebrated a new digital commons as a non-frictional space of smooth collaboration where a new political and economic autonomy would be forged that would spill over and
undermine the real economy and permeate all spheres of life.9 As Matteo
Pasquinelli argues in his critique of “digitalism” and its celebration of the
6
7
8
9
See Brown, Undoing the Demos.
Keller Easterling, Extrastatecraft: The Power of Infrastructure Space, Verso, London and
New York, 2014.
Marcell Mars, Manar Zarroug, and Tomislav Medak, “Public Library”, in Public Library,
ed. Marcell Mars, Tomislav Medak, and What, How & for Whom / WHW, exh. publication, What, How & for Whom / WHW and Multimedia Institute, Zagreb, 2015, p. 78.
See Matteo Pasquinelli, Animal Spirits: A Bestiary of the Commons, NAi Publishers, Rotterdam, and Institute of Network Cultures, Amsterdam, 2008.
290
What, How & for Whom / WHW
virtues of the information economy with no concern about the material
basis of production, the information economy is a parasite on the material
economy and therefore “an accurate understanding of the common must
be always interlinked with the real physical forces producing it and the material economy surrounding it.”10
Public Library emancipates books from the restrictive copyright regime
and participates in the exchange of information enabled by digital technology, but it also acknowledges the labour and energy that make this possible. There is labour that goes into the cataloguing of the books, and labour
that goes into scanning them before they can be brought into the digital
realm of free reproduction, just as there are the ingenuity and labour of
the engineers who developed a special scanner that makes it easier to scan
books; also, the scanner needs to be installed, maintained, and fed books
over hours of work. This is where the institutional space of art comes in
handy by supporting the material production central to the Public Library
endeavour. But the scanner itself does not need to be visible. In 2014, at
the Museo Nacional Centro de Arte Reina Sofia in Madrid, we curated the
exhibition Really Useful Knowledge, which dealt with conflicts triggered by
struggles over access to knowledge and the effects that knowledge, as the
basis of capital reproduction, has on the totality of workers’ lives. In the
exhibition, the production funds allocated to Public Library were used to
build the book scanner at Calafou, an anarchist cooperative outside Barcelona. The books chosen for scanning were relevant to the exhibition’s
themes – methods of reciprocal learning and teaching, forms of social and
political organization, the history of the Spanish Civil War, etc. – and after
being scanned, they were uploaded to the Public Library website. All that
was visible in the exhibition itself was a kind of index card or business card
with a URL link to the Public Library website and a short statement (fig. 1):
A public library is:
• free access to books for every member of society
• library catalog
• librarian
With books ready to be shared, meticulously cataloged, everyone is a
librarian. When everyone is librarian, the library is everywhere.11
Public Library’s alliance with art institutions serves to strengthen the
cultural capital both for the general demand to free books from copyright
restrictions on cultural goods and for the project itself – such cultural capital could be useful in a potential lawsuit. Simultaneously, the presence and
realization of the Public Library project within an exhibition enlists the host
institution as part of the movement and exerts influence on it by taking
the museum’s public mission seriously and extending it into a grey zone of
10
11
Ibid., p. 29.
Mars, Zarroug, and Medak, “Public Library”, p. 85.
“There is something political in the city air”
291
questionable legality. The defence of the project becomes possible by making the traditional claim of the “autonomy” of art, which is not supposed
to assert any power beyond the museum walls. By taking art’s autonomy
at its word, and by testing the truth of the liberal-democratic claim that
the field of art is a field of unlimited freedom, Public Library engages in a
kind of “overidentification” game, or what Keller Easterling, writing about
the expanded activist repertoire in infrastructure space, calls “exaggerated
compliance”.12 Should the need arise, as in the case of a potential lawsuit
against the project, claims of autonomy and artistic freedom create a protective shroud of untouchability. And in this game of liberating books from
the parochial capitalist imagination that restricts their free circulation, the
institution becomes a complicit partner. The long-acknowledged insight
that institutions embrace and co-opt critique is, in this particular case, a
win-win situation, as Public Library uses the public status of the museum
as a springboard to establish the basic message of free access and the free
circulation of books and knowledge as common sense, while the museum
performs its mission of bringing knowledge to the public and supporting
creativity, in this case the reworking, rebuilding and reuse of technology
for the common good. The fact that the institution is not naive but complicit produces a synergy that enhances potentialities for influencing and
permeating the public sphere. The gesture of not exhibiting the scanner in
the museum has, among other things, a practical purpose, as more books
would be scanned voluntarily by the members of the anarchist commune
in Calafou than would be by the overworked museum staff, and employing
somebody to do this during the exhibition would be too expensive (and the
mantra of cuts, cuts, cuts would render negotiation futile). If there is a flirtatious nod to the strategic game of not exposing too much, it is directed less
toward the watchful eyes of the copyright police than toward the exhibition
regime of contemporary art group shows in which works compete for attention, the biggest scarcity of all. Public Library flatly rejects identification
with the object “our beloved bookscanner” (as the scanner is described on
the project website13), although it is an attractive object that could easily
be featured as a sculpture within the exhibition. But its efficacy and use
come first, as is also true of the enigmatic business card–like leaflet, which
attracts people to visit the Public Library website and use books, not only to
read them but also to add books to the library: doing this in the privacy of
one’s home on one’s own computer is certainly more effective than doing
it on a computer provided and displayed in the exhibition among the other
art objects, films, installations, texts, shops, cafés, corridors, exhibition
halls, elevators, signs, and crowds in a museum like Reina Sofia.
For the exhibition to include a scanner that was unlikely to be used or
a computer monitor that showed the website from which books might be
12
13
Easterling, Extrastatecraft, p. 492.
See https://www.memoryoftheworld.org/blog/2012/10/28/our-belovedbookscanner-2/ (accessed July 4, 2016).
292
What, How & for Whom / WHW
downloaded, but probably not read, would be the embodiment of what
philosopher Robert Pfaller calls “interpassivity”, the appearance of activity or a stand-in for it that in fact replaces any genuine engagement.14 For
Pfaller, interpassivity designates a flight from engagement, a misplaced libidinal investment that under the mask of enjoyment hides aversion to an
activity that one is supposed to enjoy, or more precisely: “Interpassivity is
the creation of a compromise between cultural interests and latent cultural
aversion.”15 Pfaller’s examples of participation in an enjoyable process that
is actually loathed include book collecting and the frantic photocopying of
articles in libraries (his book was originally published in 2002, when photocopying had not yet been completely replaced by downloading, bookmarking, etc.).16 But he also discusses contemporary art exhibitions as sites of
interpassivity, with their overabundance of objects and time-based works
that require time that nobody has, and with the figure of the curator on
whom enjoyment is displaced – the latter, he says, is a good example of
“delegated enjoyment”. By not providing the exhibition with a computer
from which books can be downloaded, the project ensures that books are
seen as vehicles of knowledge acquired by reading and not as immaterial
capital to be frantically exchanged; the undeniable pleasure of downloading and hoarding books is, after all, just one step removed from the playground of interpassivity that the exhibition site (also) is.
But Public Library is hardly making a moralistic statement about the
virtues of reading, nor does it believe that ignorance (such as could be
overcome by reading the library’s books) is the only obstacle that stands
in the way of ultimate emancipation. Rather, the project engages with, and
contributes to, the social practice that David Harvey calls “commoning”:
“an unstable and malleable social relation between a particular self-defined social group and those aspects of its actually existing or yet-to-becreated social and/or physical environment deemed crucial to its life and
livelihood”.17 Public Library works on the basis of commoning and tries to
enlist others to join it, which adds a distinctly political dimension to the
sabotage of intellectual property revenues and capital accumulation.
The political dimension of Public Library and the effort to form and
publicize the movement were expressed more explicitly in the Public Li14
15
16
17
Robert Pfaller, On the Pleasure Principle in Culture: Illusions Without Owners, Verso, London and New York, 2014.
Ibid., p. 76.
Pfaller’s book, which first appeared in German, was published in English only in 2014.
His ideas have gained greater relevance over time, not only as the shortcomings of the
immensely popular social media activism became apparent – where, as many critics
have noted, participation in political organizing and the articulation of political tasks
and agendas are often replaced by a click on an icon – but also because of Pfaller’s
broader argument about the self-deception at play in interpassivity and its role in eliciting enjoyment from austerity measures and other calamities imposed on the welfare
state by the neoliberal regime, which since early 2000 has exceeded even the most sober (and pessimistic) expectations.
Ibid., p. 73.
“There is something political in the city air”
293
brary exhibition in 2015 at Gallery Nova in Zagreb, where we have been
directing the programme since 2003. If the Public Library project was not
such an eminently collective practice that pays no heed to the author function, the Gallery Nova show might be considered something like a solo exhibition. As it was realized, the project again used art as an infrastructure
and resource to promote the movement of freeing books from copyright
restrictions while collecting legitimization points from the art world as enhanced cultural capital that could serve as armour against future attacks
by the defenders of the holy scripture of copyright laws. But here the more
important tactic was to show the movement as an army of many and to
strengthen it through self-presentation. The exhibition presented Public
Library as a collection of collections, and the repertory form (used in archive science to describe a collection) was taken as the basic narrative procedure. It mobilized and activated several archives and open digital repositories, such as MayDay Rooms from London, The Ignorant Schoolmaster and
His Committees from Belgrade, Library Genesis and Aaaaaarg.org, Catalogue
of Free Books, (Digitized) Praxis, the digitized work of the Midnight Notes
Collective, and Textz.com, with special emphasis on activating the digital
repositories UbuWeb and Monoskop. Not only did the exhibition attempt to
enlist the gallery audience but, equally important, the project was testing
its own strength in building, articulating, announcing, and proposing, or
speculating on, a broader movement to oppose the copyright of cultural
goods within and adjacent to the art field.
Presenting such a movement in an art institution changes one of the
basic tenets of art, and for an art institution the project’s main allure probably lies in this kind of expansion of the art field. A shared politics is welcome, but nothing makes an art institution so happy as the sense of purpose that a project like Public Library can endow it with. (This, of course,
comes with its own irony, for while art institutions nowadays compete for
projects that show emphatically how obsolete the aesthetic regime of art is,
they continue to base their claims of social influence on knowledge gained
through some form of aesthetic appreciation, however they go about explaining and justifying it.) At the same time, Public Library’s nonchalance
about institutional maladies and anxieties provides a homeopathic medicine whose effect is sometimes so strong that discussion about placebos
becomes, at least temporarily, beside the point. One occasion when Public
Library’s roving of the political terrain became blatantly direct was the exhibition Written-off: On the Occasion of the 20th Anniversary of Operation
Storm, which we organized in the summer of 2015 at Gallery Nova (figs.
2–4).
The exhibition/action Written-off was based on data from Ante Lesaja’s
extensive research on “library purification”, which he published in his book
Knjigocid: Uništavanje knjige u Hrvatskoj 1990-ih (Libricide: The Destruction
of Books in Croatia in the 1990s).18 People were invited to bring in copies of
18
Ante Lesaja, Knjigocid: Uništavanje knjige u Hrvatskoj 1990-ih, Profil and Srbsko narodno
294
What, How & for Whom / WHW
books that had been removed from Croatian public libraries in the 1990s.
The books were scanned and deposited in a digital archive; they then became available on a website established especially for the project. In Croatia during the 1990s, hundreds of thousands of books were removed from
schools and factories, from public, specialized, and private libraries, from
former Yugoslav People’s Army centres, socio-political organizations, and
elsewhere because of their ideologically inappropriate content, the alphabet they used (Serbian Cyrillic), or the ethnic or political background of the
authors. The books were mostly thrown into rubbish bins, discarded on
the street, destroyed, or recycled. What Lesaja’s research clearly shows is
that the destruction of the books – as well as the destruction of monuments
to the People’s Liberation War (World War II) – was not the result of individuals running amok, as official accounts preach, but a deliberate and systematic action that symbolically summarizes the dominant politics of the
1990s, in which war, rampant nationalism, and phrases about democracy
and sovereignty were used as a rhetorical cloak to cover the nakedness of
the capitalist counter-revolution and criminal processes of dispossession.
Written-off: On the Occasion of the 20th Anniversary of Operation Storm
set up scanners in the gallery, initiated a call for collecting and scanning
books that had been expunged from public institutions in the 1990s, and
outlined the criteria for the collection, which corresponded to the basic
domains in which the destruction of the books, as a form of censorship,
was originally implemented: books written in the Cyrillic alphabet or in
Serbian regardless of the alphabet; books forming a corpus of knowledge
about communism, especially Yugoslav communism, Yugoslav socialism,
and the history of the workers’ struggle; and books presenting the anti-Fascist and revolutionary character of the People’s Liberation Struggle during
World War II.
The exhibition/action was called Written-off because the removal and
destruction of the books were often presented as a legitimate procedure
of library maintenance, thus masking the fact that these books were unwanted, ideologically unacceptable, dangerous, harmful, unnecessary, etc.
Written-off unequivocally placed “book destruction” in the social context
of the period, when the destruction of “unwanted” monuments and books
was happening alongside the destruction of homes and the killing of “unwanted” citizens, outside of and prior to war operations. For this reason,
the exhibition was dedicated to the twentieth anniversary of Operation
Storm, the final military/police operation in what is called, locally, the
Croatian Homeland War.19
The exhibition was intended as a concrete intervention against a political logic that resulted in mass exile and killing, the history of which is
glossed over and critical discussion silenced, and also against the official
19
vijeće, Zagreb, 2012.
Known internationally as the Croatian War of Independence, the war was fought between Croatian forces and the Serb-controlled Yugoslav People’s Army from 1991 to
1995.
“There is something political in the city air”
295
celebrations of the anniversary, which glorified militarism and proclaimed
the ethical purity of the victory (resulting in the desired ethnic purity of the
nation).
As both symbolic intervention and real-life action, then, the exhibition
Written-off took place against a background of suppressed issues relating
to Operation Storm – ethno-nationalism as the flip side of neoliberalism,
justice and the present status of the victims and refugees, and the overall character of the war known officially as the Homeland War, in which
discussions about its prominent traits as a civil war are actively silenced
and increasingly prosecuted. In protest against the official celebrations
and military parades, the exhibition marked the anniversary of Operation
Storm with a collective action that evokes books as symbolic of a “knowledge society” in which knowledge becomes the location of conflictual engagement. It pointed toward the struggle over collective symbolic capital
and collective memory, in which culture as a form of the commons has a
direct bearing on the kind of place we live in. The Public Library project,
however, is engaged not so much with cultural memory and remembrance
as a form of recollection or testimony that might lend political legitimation
to artistic gestures; rather, it engages with history as a construction and
speculative proposition about the future, as Peter Osborne argues in his
polemical hypotheses on the notion of contemporary art that distinguishes
between “contemporary” and “present-day” art: “History is not just a relationship between the present and the past – it is equally about the future.
It is this speculative futural moment that definitively separates the concept
of history from memory.”20 For Public Library, the future that participates
in the construction of history does not yet exist, but it is defined as more
than just a project against the present as reflected in the exclusionary, parochially nationalistic, revisionist and increasingly fascist discursive practices of the Croatian political elites. Rather, the future comes into being as
an active and collective construction based on the emancipatory aspects of
historical experiences as future possibilities.
Although defined as an action, the project is not exultantly enthusiastic
about collectivity or the immediacy and affective affinities of its participants, but rather it transcends its local and transient character by taking
up the broader counter-hegemonic struggle for the mutual management
of joint resources. Its endeavour is not limited to the realm of the political
and ideological but is rooted in the repurposing of technological potentials
from the restrictive capitalist game and the reutilization of the existing infrastructure to build a qualitatively different one. While the culture industry adapts itself to the limited success of measures that are geared toward
preventing the free circulation of information by creating new strategies
for pushing information into a form of property and expropriating value
20
Peter Osborne, Anywhere or Not at All: Philosophy of Contemporary Art, Verso, London
and New York, 2013, p. 194.
296
What, How & for Whom / WHW
fig. 1
Marcell Mars, Art as Infrastructure: Public Library, installation
view, Really Useful Knowledge, curated by WHW, Museo
Nacional Centro de Arte Reina Sofia, Madrid, 2014.
Photo by Joaquin Cortes and Roman Lores / MNCARS.
fig. 2
Public Library, exhibition view, Gallery Nova, Zagreb, 2015.
Photo by Ivan Kuharic.
fig. 3
Written-off: On the Occasion of the 20th Anniversary of Operation
Storm, exhibition detail, Gallery Nova, Zagreb, 2015.
Photo by Ivan Kuharic.
fig. 4
Written-off: On the Occasion of the 20th Anniversary of Operation
Storm, exhibition detail, Gallery Nova, Zagreb, 2015.
Photo by Ivan Kuharic.
fig. 5
Trevor Paglen and Jacob Appelbaum, Autonomy Cube,
installation view, Really Useful Knowledge, curated by WHW,
Museo Nacional Centro de Arte Reina Sofia, Madrid, 2014.
Photo by Joaquín Cortés and Román Lores / MNCARS.
through the control of metadata (information about information),21 Public Library shifts the focus away from aesthetic intention – from unique,
closed, and discrete works – to a database of works and the metabolism
of the database. It creates values through indexing and connectivity, imagined communities and imaginative dialecticization. The web of interpenetration and determination activated by Public Library creates a pedagogical endeavour that also includes a propagandist thrust, if the notion of
propaganda can be recast in its original meaning as “things that must be
disseminated”.
A similar didactic impetus and constructivist praxis is present in the work
Autonomy Cube, which was developed through the combined expertise of
artist and geographer Trevor Paglen and internet security researcher, activist and hacker Jacob Appelbaum. This work, too, we presented in the
Reina Sofia exhibition Really Useful Knowledge, along with Public Library
and other projects that offered a range of strategies and methodologies
through which the artists attempted to think through the disjunction between concrete experience and the abstraction of capital, enlisting pedagogy as a crucial element in organized collective struggles. Autonomy Cube
offers a free, open-access, encrypted internet hotspot that routes internet
traffic over TOR, a volunteer-run global network of servers, relays, and services, which provides anonymous and unsurveilled communication. The
importance of the privacy of the anonymized information that Autonomy
Cube enables and protects is that it prevents so-called traffic analysis – the
tracking, analysis, and theft of metadata for the purpose of anticipating
people’s behaviour and relationships. In the hands of the surveillance
state this data becomes not only a means of steering our tastes, modes of
consumption, and behaviours for the sake of making profit but also, and
more crucially, an effective method and weapon of political control that
can affect political organizing in often still-unforeseeable ways that offer
few reasons for optimism. Visually, Autonomy Cube references minimalist
sculpture (fig. 5) (specifically, Hans Haacke’s seminal piece Condensation
Cube, 1963–1965), but its main creative drive lies in the affirmative salvaging of technologies, infrastructures, and networks that form both the leading organizing principle and the pervasive condition of complex societies,
with the aim of supporting the potentially liberated accumulation of collective knowledge and action. Aesthetic and art-historical references serve
as camouflage or tools for a strategic infiltration that enables expansion of
the movement’s field of influence and the projection of a different (contingent) future. Engagement with historical forms of challenging institutions
becomes the starting point of a poetic praxis that materializes the object of
its striving in the here and now.
Both Public Library and Autonomy Cube build their autonomy on the dedi21
McKenzie Wark, “Metadata Punk”, in Public Library, pp. 113–117 (see n. 9).
“There is something political in the city air”
305
cation and effort of the collective body, without which they would not
exist, rendering this interdependence not as some consensual idyll of cooperation but as conflicting fields that create further information and experiences. By doing so, they question the traditional edifice of art in a way
that supports Peter Osborne’s claim that art is defined not by its aesthetic
or medium-based status, but by its poetics: “Postconceptual art articulates a post-aesthetic poetics.”22 This means going beyond criticality and
bringing into the world something defined not by its opposition to the real,
but by its creation of the fiction of a shared present, which, for Osborne,
is what makes art truly contemporary. And if projects like these become a
kind of political trophy for art institutions, the side the institutions choose
nevertheless affects the common sense of our future.
I first spoke to the patient in the last week of that August. That evening the
sun was tender in drawing its shadows across the lines of his face. The eyes
gazed softly into a close middle distance, as if composing a line upon a
translucent page hung in the middle of the air, the hands tapping out a stanza
or two of music on legs covered by the brown folds of a towelling dressing
gown. He had the air of someone who had seen something of great amazement but
yet lacked the means to put it into language. As I got to know the patient
over the next few weeks I learned that this was not for the want of effort.
In his youth he had dabbled with the world-speak language Volapük, one
designed to do away with the incompatibility of tongues, to establish a
standard in which scientific intercourse might be conducted with maximum
efficiency and with minimal friction in movement between minds, laboratories
and publications. Latin biological names, the magnificent table of elements,
metric units of measurement, the nomenclature of celestial objects from clouds
to planets, anatomical parts and medical conditions all had their own systems
of naming beyond any specific tongue. This was an attempt to bring reason into
speech and record, but there were other means to do so when reality resisted
these early measures.
The dabbling, he reflected, had become a little more than that. He had
subscribed to journals in the language, he wrote letters to colleagues and
received them in return. A few words of world-speak remained readily on his
tongue, words that he spat out regularly into the yellow-wallpapered lounge of
the sanatorium with a disgust that was lugubriously palpable.
According to my records, and in piecing together the notes of previous
doctors, there was something else however, something more profound that the
language only hinted at. Just as the postal system did not require the
adoption of any language in particular but had its formats that integrated
them into addressee, address line, postal town and country, something that
organised the span of the earth, so there was a sense of the patient as having
sustained an encounter with a fundamental form of organisation that mapped out
his soul. More thrilling than the question of language indeed was that of the
system of organisation upon which linguistic symbols are inscribed. I present
for the reader’s contemplation some statements typical of those he seemed to
mull over.
“The index card system spoke to my soul. Suffice it to say that in its use I
enjoyed the highest form of spiritual pleasure, and organisational efficiency,
a profound flowering of intellect in which every thought moved between its
enunciation, evidence, reference and articulation in a mellifluous flow of
ideation and the gratification of curiosity.” This sense of the soul as a
roving enquiry moving across eras, across forms of knowledge and through the
serried landscapes of the vast planet and cosmos was returned to over and
over, a sense that an inexplicable force was within him yet always escaping
his touch.
“At every reference stood another reference, each more interesting than the
last. Each the apex of a pyramid of further reading, pregnant with the threat
of digression, each a thin high wire which, if not observed might lead the
author into the fall of error, a finding already found against and written
up.” He mentions too, a number of times, the way the furniture seemed to
assist his thoughts - the ease of reference implied by the way in which the
desk aligned with the text resting upon the pages of the off-print, journal,
newspaper, blueprint or book above which further drawers of cards stood ready
in their cabinet. All were integrated into the system. And yet, amidst these
frenetic recollections there was a note of mourning in his contemplative
moods, “The superposition of all planes of enquiry and of thought in one
system repels those for whom such harmonious speed is suspicious.” This
thought was delivered with a stare that was not exactly one of accusation, but
that lingered with the impression that there was a further statement to follow
it, and another, queued up ready to follow.
As I gained the trust of the patient, there was a sense in which he estimated
me as something of a junior collaborator, a clerk to his natural role as
manager. A lucky, if slightly doubtful, young man whom he might mentor into
efficiency and a state of full access to information. For his world, there was
not the corruption and tiredness of the old methods. Ideas moved faster in his
mind than they might now across the world. To possess a register of thoughts
covering a period of some years is to have an asset, the value of which is
almost incalculable. That it can answer any question respecting any thought
about which one has had an enquiry is but the smallest of its merits. More
important is the fact that it continually calls attention to matters requiring
such attention.
Much of his discourse was about the optimum means of arrangement of the
system, there was an art to laying out the cards. As the patient further
explained, to meet the objection that loose cards may easily be mislaid, cards
may be tabbed with numbers from one to ten. When arranged in the drawer, these
tabs proceed from left to right across the drawer and the absence of a single
card can thus easily be detected. The cards are further arranged between
coloured guide cards. As an alternative to tabbed cards, signal flags may be
used. Here, metal clips may be attached to the top end of the card and that
stand out like guides. For use of the system in relation to dates of the
month, the card is printed with the numbers 1 to 31 at the top. The metal clip
is placed as a signal to indicate the card is to receive attention on the
specified day. Within a large organisation a further card can be drawn up to
assign responsibility for processing that date’s cards. There were numerous
means of working the cards, special techniques for integrating them into any
type of research or organisation, means by which indexes operating on indexes
could open mines of information and expand the knowledge and capabilities of
mankind.
As he pressed me further, I began to experiment with such methods myself by
withdrawing data from the sanatorium’s records and transferring it to cards in
the night. The advantages of the system are overwhelming. Cards, cut to the
right mathematical degree of accuracy, arrayed readily in drawers, set in
cabinets of standard sizes that may be added to at ease, may be apportioned
out amongst any number of enquirers, all of whom may work on them
independently and simultaneously. The bound book, by contrast, may only be
used by one person at a time and that must stay upon a shelf itself referred
to by an index card system. I began to set up a structure of rows of mirrors
on chains and pulleys and a set of levered and hinged mechanical arms to allow
me to open the drawers and to privately consult my files from any location
within the sanatorium. The clarity of the image is however so far too much
effaced by the diffusion of light across the system.
It must further be borne in mind that a system thus capable of indefinite
expansion obviates the necessity for hampering a researcher with furniture or
appliances of a larger size than are immediately required. The continuous and
orderly sequence of the cards may be extended further into the domain of
furniture and to the conduct of business and daily life. Reasoning, reference
and the order of ideas emerging as they embrace and articulate a chaotic world
and then communicate amongst themselves turning the world in turn into
something resembling the process of thought in an endless process of
consulting, rephrasing, adding and sorting.
For the patient, ideas flowed like a force of life, oblivious to any unnatural
limitation. Thought became, with the proper use of the system, part of the
stream of life itself. Thought moved through the cards not simply at the
superficial level of the movement of fingers and the mechanical sliding and
bunching of cards, but at the most profound depths of the movement between
reality and our ideas of it. The organisational grace to be found in
arrangement, classification and indexing still stirred the remnants of his
nervous system until the last day.
_An unedited version of a talk given at the conference[Public
Library](http://www.wkv-stuttgart.de/en/program/2014/events/public-library/)
held at Württembergischer Kunstverein Stuttgart, 1 November 2014._
_Bracketed sequences are to be reformulated._
Poetics of Research
In this talk I'm going to attempt to identify [particular] cultural
algorithms, ie. processes in which cultural practises and software meet. With
them a sphere is implied in which algorithms gather to form bodies of
practices and in which cultures gather around algorithms. I'm going to
approach them through the perspective of my practice as a cultural worker,
editor and artist, considering practice in the same rank as theory and
poetics, and where theorization of practice can also lead to the
identification of poetical devices.
The primary motivation for this talk is an attempt to figure out where do we
stand as operators, users [and communities] gathering around infrastructures
containing a massive body of text (among other things) and what sort of things
might be considered to make a difference [or to keep making difference].
The talk mainly [considers] the role of text and the word in research, by way
of several figures.
A
A reference, list, scheme, table, index; those things that intervene in the
flow of narrative, illustrating the point, perhaps in a more economic way than
the linear text would do. Yet they don't function as pictures, they are
primarily texts, arranged in figures. Their forms have been
standardised[normalised] over centuries, withstood the transition to the
digital without any significant change, being completely intuitive to the
modern reader. Compared to the body of text they are secondary, run parallel
to it. Their function is however different to that of the punctuation. They
are there neither to shape the narrative nor to aid structuring the argument
into logical blocks. Nor is their function spatial, like in visual poems.
Their positions within a document are determined according to the sequential
order of the text, [standing as attachments] and are there to clarify the
nature of relations among elements of the subject-matter, or to establish
relations with other documents. The [premise] of my talk is that these
_textual figures_ also came to serve as the abstract[relational] models
determining possible relations among documents as such, and in consequence [to
structure conditions [of research]].
B
It can be said that research, as inquiry into a subject-matter, consists of
discrete queries. A query, such as a question about what something is, what
kinds, parts and properties does it have, and so on, can be consulted in
existing documents or generate new documents based on collection of data [in]
the field and through experiment, before proceeding to reasoning [arguments
and deductions]. Formulation of a query is determined by protocols providing
access to documents, which means that there is a difference between collecting
data outside the archive (the undocumented, ie. in the field and through
experiment), consulting with a person--an archivist (expert, librarian,
documentalist), and consulting with a database storing documents. The
phenomena such as [deepening] of specialization and throughout digitization
[have given] privilege to the database as [a|the] [fundamental] means for
research. Obviously, this is a very recent [phenomenon]. Queries were once
formulated in natural language; now, given the fact that databases are queried
[using] SQL language, their interfaces are mere extensions of it and
researchers pose their questions by manipulating dropdowns, checkboxes and
input boxes mashed together on a flat screen being ran by software that in
turn translates them into a long line of conditioned _SELECTs_ and _JOINs_
performed on tables of data.
Specialization, digitization and networking have changed the language of
questioning. Inquiry, once attached to the flesh and paper has been
[entrusted] to the digital and networked. Researchers are querying the black
box.
C
Searching in a collection of [amassed/assembled] [tangible] documents (ie.
bookshelf) is different from searching in a systematically structured
repository (library) and even more so from searching in a digital repository
(digital library). Not that they are mutually exclusive. One can devise
structures and algorithms to search through a printed text, or read books in a
library one by one. They are rather [models] [embodying] various [processes]
associated with the query. These properties of the query might be called [the
sequence], the structure and the index. If they are present in the ways of
querying documents, and we will return to this issue, are they persistent
within the inquiry as such? [wait]
D
This question itself is a rupture in the sequence. It makes a demand to depart
from one narrative [a continuous flow of words] to another, to figure out,
while remaining bound to it [it would be even more as a so-called rhetorical
question]. So there has been one sequence, or line, of the inquiry--about the
kinds of the query and its properties. That sequence itself is a digression,
from within the sequence about what is research and describing its parts
(queries). We are thus returning to it and continue with a question whether
the properties of the inquiry are the same as the properties of the query.
E
But isn't it true that every single utterance occurring in a sequence yields a
query as well? Let's consider the word _utterance_. [wait] It can produce a
number of associations, for example with how Foucault employs the notion of
_énoncé_ in his _Archaeology of Knowledge_ , giving hard time to his English
translators wondering whether _utterance_ or _statement_ is more appropriate,
or whether they are interchangeable, and what impact would each choice have on
his reception in the Anglophone world. Limiting ourselves to textual forms for
now (and not translating his work but pursing a different inquiry), let us say
the utterance is a word [or a phrase or an idiom] in a sequence such as a
sentence, a paragraph, or a document.
## (F) The
structure[[edit](/index.php?title=Talks/Poetics_of_Research&action=edit§ion=1
"Edit section: \(F\) The structure")]
This distinction is as old as recorded Western thought since both Plato and
Aristotle differentiate between a word on its own ("the said", a thing said)
and words in the company of other words. For example, Aristotle's _Categories_
[lay] on the [notion] of words on their own, and they are made the subject-
matter of that inquiry. [For him], the ambiguity of connotation words
[produce] lies in their synonymity, understood differently from the moderns--
not as more words denoting a similar thing but rather one word denoting
various things. Categories were outlined as a device to differentiate among
words according to kinds of these things. Every word as such belonged to not
less and not more than one of ten categories.
So it happens to the word _utterance_ , as to any other word uttered in a
sequence, that it poses a question, a query about what share of the spectrum
of possibly denoted things might yield as the most appropriate in a given
context. The more context the more precise share comes to the fore. When taken
out of the context ambiguity prevails as the spectrum unveils in its variety.
Thus single words [as any other utterances] are questions, queries,
themselves, and by occuring in statements, in context, their [means] are being
singled out.
This process is _conditioned_ by what has been formalized as the techniques of
_regulating_ definitions of words.
### (G) The structure: words as
words[[edit](/index.php?title=Talks/Poetics_of_Research&action=edit§ion=2
"Edit section: \(G\) The structure: words as words")]
P.Oxy.XX 2260 i: Oxyrhynchus papyrus XX, 2260, column i, with quotation from
Philitas, early 2nd c. CE. 1(http://163.1.169.40/cgi-
bin/library?e=q-000-00---0POxy--00-0-0--0prompt-10---4------0-1l--1-en-50---
20-about-2260--
00031-001-0-0utfZz-8-00&a=d&c=POxy&cl=search&d=HASH13af60895d5e9b50907367) 2(http://en.wikipedia.org/wiki/File:POxy.XX.2260.i-Philitas-
highlight.jpeg)
Ephraim Chambers, _Cyclopaedia, or an Universal Dictionary of Arts and
Sciences_ , 1728, p. 210. 3(http://digicoll.library.wisc.edu/cgi-
bin/HistSciTech/HistSciTech-
idx?type=turn&entity=HistSciTech.Cyclopaedia01.p0576&id=HistSciTech.Cyclopaedia01&isize=L)
Detail from the Liddell-Scott Greek-English Lexicon, c1843.
Dictionaries have had a long life. The ancient Greek scholar and poet Philitas
of Cos living in the 4th c. BCE wrote a vocabulary explaining the meanings of
rare Homeric and other literary words, words from local dialects, and
technical terms. The vocabulary, called _Disorderly Words_ (Átaktoi glôssai),
has been lost, with a few fragments quoted by later authors. One example is
that the word πέλλα (pélla) meant "wine cup" in the ancient Greek region of
Boeotia; contrasted to the same word meaning "milk pail" in Homer's _Iliad_.
Not much has changed in the way how dictionaries constitute order. Selected
archives of statements are queried to yield occurrences of particular words,
various _criteria[indicators]_ are applied to filtering and sorting them and
in turn the spectrum of [denoted] things allocated in this way is structured
into groups and subgroups which are then given, according to other set of
rules, shorter or longer names. These constitute facets of [potential]
meanings of a word.
So there are at least _four_ sets of conditions [structuring] dictionaries.
One is required to delimit an archive[corpus of texts], one to select and give
preference[weights] to occurrences of a word, another to cluster them, and yet
another to abstract[generalize] the subject-matter of each of these clusters.
Needless to say, this is a craft of a few and these criteria are rarely being
disclosed, despite their impact on research, and more generally, their
influence as conditions for production[making] of a so called _common sense_.
It doesn't take that much to reimagine what a dictionary is and what it could
be, especially having large specialized corpora of texts at hand. These can
also serve as aids in production of new words and new meanings.
### (H) The structure: words as knowledge and the
world[[edit](/index.php?title=Talks/Poetics_of_Research&action=edit§ion=3
"Edit section: \(H\) The structure: words as knowledge and the world")]
Boethius's rendering of a classification tree described in Porphyry's Isagoge
(3th c.), [6th c.] 10th c. 4(http://www.e-codices.unifr.ch/en/sbe/0315/53/medium)
Ephraim Chambers, _Cyclopaedia, or an Universal Dictionary of Arts and
Sciences_ , London, 1728, p. II. 5(http://digicoll.library.wisc.edu/cgi-
bin/HistSciTech/HistSciTech-
idx?type=turn&entity=HistSciTech.Cyclopaedia01.p0015&id=HistSciTech.Cyclopaedia01&isize=L)
Système figuré des connaissances humaines, _Encyclopédie ou Dictionnaire
raisonné des sciences, des arts et des métiers_ , 1751. 6(http://encyclopedie.uchicago.edu/content/syst%C3%A8me-figur%C3%A9-des-
connaissances-humaines)
Another _formalized_ and [internalized] process being at play when figuring
out a word is its [containment]. Word is not only structured by way of things
it potentially denotes but also by words it is potentially part of and those
it contains.
The fuzz around categorization of knowledge _and_ the world in the Western
thought can be traced back to Porphyry, if not further. In his introduction to
Aristotle's _Categories_ this 3rd century AD Neoplatonist began expanding the
notions of genus and species into their hypothetic consequences. Aristotle's
brief work outlines ten categories of 'things that are said' (legomena,
λεγόμενα), namely substance (or substantive, {not the same as matter!},
οὐσία), quantity (ποσόν), qualification (ποιόν), a relation (πρός), where
(ποῦ), when (πότε), being-in-a-position (κεῖσθαι), having (or state,
condition, ἔχειν), doing (ποιεῖν), and being-affected (πάσχειν). In his
different work, _Topics_ , Aristotle outlines four kinds of subjects/materials
indicated in propositions/problems from which arguments/deductions start.
These are a definition (όρος), a genus (γένος), a property (ἴδιος), and an
accident (συμβεβηϰόϛ). Porphyry does not explicitly refer _Topics_ , and says
he omits speaking "about genera and species, as to whether they subsist (in
the nature of things) or in mere conceptions only" 8(http://www.ccel.org/ccel/pearse/morefathers/files/porphyry_isagogue_02_translation.htm#C1),
which means he avoids explicating whether he talks about kinds of concepts or
kinds of things in the sensible world. However, the work sparked confusion, as
the following passage [suggests]:
> "[I]n each category there are certain things most generic, and again, others
most special, and between the most generic and the most special, others which
are alike called both genera and species, but the most generic is that above
which there cannot be another superior genus, and the most special that below
which there cannot be another inferior species. Between the most generic and
the most special, there are others which are alike both genera and species,
referred, nevertheless, to different things, but what is stated may become
clear in one category. Substance indeed, is itself genus, under this is body,
under body animated body, under which is animal, under animal rational animal,
under which is man, under man Socrates, Plato, and men particularly." (Owen
1853, 9(http://www.ccel.org/ccel/pearse/morefathers/files/porphyry_isagogue_02_translation.htm#C2))
Porphyry took one of Aristotle's ten categories of the word, substance, and
dissected it using one of his four rhetorical devices, genus. Employing
Aristotle's categories, genera and species as means for logical operations,
for dialectic, Porphyry's interpretation resulted in having more resemblance
to the perceived _structures_ of the world. So they began to bloom.
There were earlier examples, but Porphyry was the most influential in
injecting the _universalist_ version of classification [implying] the figure
of a tree into the [locus] of Aristotle's thought. Knowledge became
monotheistic.
Classification schemes [growing from one point] play a major role in
untangling the format of modern encyclopedia from that of the dictionary
governed by alphabet. Two of the most influential encyclopedias of the 18th
century are cases in the point. Although still keeping 'dictionary' in their
titles, they are conceived not to represent words but knowledge. The [upper-
most] genus of the body was set as the body of knowledge. The English
_Cyclopaedia, or an Universal Dictionary of Arts and Sciences_ (1728) splits
into two main branches: "natural and scientifical" and "artificial and
technical"; these further split down to 47 classes in total, each carrying a
structured list (on the following pages) of thematic articles, serving as
table of contents. The French _Encyclopedia: or a Systematic Dictionary of the
Sciences, Arts, and Crafts_ (1751) [unwinds] from judgement ( _entendement_ ),
branches into memory as history, reason as philosophy, and imagination as
poetry. The logic of containers was employed as an aid not only to deal with
the enormous task of naming and not omiting anything from what is known, but
also for the management of labour of hundreds of writers and researchers, to
create a mechanism for delegating work and the distribution of
responsibilities. Flesh was also more present, in the field research, with
researchers attending workshops and sites of everyday life to annotate it.
The world came forward to unshine the word in other schemes. Darwin's tree of
evolution and some of the modern document classification systems such as
Charles A. Cutter's _Expansive Classification_ (1882) set to classify the
world itself and set the field for what has came to be known as authority
lists structuring metadata in today's computing.
### The structure
(summary)[[edit](/index.php?title=Talks/Poetics_of_Research&action=edit§ion=4
"Edit section: The structure \(summary\)")]
Facetization of meaning and branching of knowledge are both the domain of the
unit of utterance.
While lexicographers[dictionarists] structure thought through multi-layered
processes of abstraction of the written record, knowledge growers dissect it
into hierarchies of [mutually] contained notions.
One seek to describe the word as a faceted list of small worlds, another to
describe the world as a structured lists of words. One play prime in the
domain of epistemology, in what is known, controlling the vocabulary, another
in the domain of ontology, in what is, controlling reality.
Every [word] has its given things, every thing has its place, closer or
further from a single word.
The schism between classifying words and classifying the world implies it is
not possible to construct a universal classification scheme[system]. On top of
that, any classification system of words is bound to a corpus of texts it is
operating upon and any classification system of the world again operates with
words which are bound to a vocabulary[lexicon] which is again bound to a
corpus [of texts]. It doesn't mean it would prevent people from trying.
Classifications function as descriptors of and 'inscriptors' upon the world,
imprinting their authority. They operate from [a locus of] their
corpus[context]-specificity. The larger the corpus, the more power it has on
shaping the world, as far as the word shapes it (yes, I do imply Google here,
for which it is a domain to be potentially exploited).
## (J) The
sequence[[edit](/index.php?title=Talks/Poetics_of_Research&action=edit§ion=5
"Edit section: \(J\) The sequence")]
The structure-yielding query [of] the single word [shrinks][zuzuje
sa,spresnuje] with preceding and following words. Inquiry proceeds in the flow
that establishes another kind[mode] of relationality, chaining words into the
sequence. While the structuring property of the query brings words apart from
each other, its sequential property establishes continuity and brings these
units into an ordered set.
This is what is responsible for attaching textual figures mentioned earlier
(lists, schemes, tables) to the body of the text. Associations can be also
stated explicitly, by indexing tables and then referring them from a
particular point in the text. The same goes for explicit associations made
between blocks of the text by means of indexed paragraphs, chapters or pages.
From this follows that all utterances point to the following utterance by the
nature of sequential order, and indexing provides means for pointing elsewhere
in the document as well.
A lot can be said about references to other texts. Here, to spare time, I
would refer you to a talk I gave a few months ago and which is online 10(http://monoskop.org/Talks/Communing_Texts).
This is still the realm of print. What happens with document when it is
digitized?
Digitization breaks a document into units of which each is assigned a numbered
position in the sequence of the document. From this perspective digitization
can be viewed as a total indexation of the document. It is converted into
units rendered for machine operations. This sequentiality is made explicit, by
means of an underlying index.
Sequences and chains are orders of one dimension. Their one-dimensional
ordering allows addressability of each element and [random] access. [Jumps]
between [random] addresses are still sequential, processing elements one at a
time.
## (K) The
index[[edit](/index.php?title=Talks/Poetics_of_Research&action=edit§ion=6
"Edit section: \(K\) The index")]
Summa confessorum [1297-98], 1310. 7(http://www.bl.uk/onlinegallery/onlineex/illmanus/roymanucoll/j/011roy000008g11u00002000.html)
[The] sequencing not only weaves words into statements but activates other
temporalities, and _presents occurrences of words from past statements_. As
now when I am saying the word _utterance_ , each time there surface contexts
in which I have used it earlier.
A long quote from Frederick G. Kilgour, _The Evolution of the Book_ , 1998, pp
76-77:
> "A century of invention of various types of indexes and reference tools
preceded the advent of the first subject index to a specific book, which
occurred in the last years of the thirteenth century. The first subject
indexes were "distinctions," collections of "various figurative or symbolic
meanings of a noun found in the scriptures" that "are the earliest of all
alphabetical tools aside from dictionaries." (Richard and Mary Rouse supply an
example: "Horse = Preacher. Job 39: 'Hast thou given the horse strength, or
encircled his neck with whinning?')
>
> [Concordance] By the end of the third decade of the thirteenth century Hugh
de Saint-Cher had produced the first word concordance. It was a simple word
index of the Bible, with every location of each word listed by [its position
in the Bible specified by book, chapter, and letter indicating part of the
chapter]. Hugh organized several dozen men, assigning to each man an initial
letter to search; for example, the man assigned M was to go through the entire
Bible, list each word beginning with M and give its location. As it was soon
perceived that this original reference work would be even more useful if words
were cited in context, a second concordance was produced, with each word in
lengthy context, but it proved to be unwieldy. [Soon] a third version was
produced, with words in contexts of four to seven words, the model for
biblical concordances ever since.
>
> [Subject index] The subject index, also an innovation of the thirteenth
century, evolved over the same period as did the concordance. Most of the
early topical indexes were designed for writing sermons; some were organized,
while others were apparently sequential without any arrangement. By midcentury
the entries were in alphabetical order, except for a few in some classified
arrangement. Until the end of the century these alphabetical reference works
indexed a small group of books. Finally John of Freiburg added an alphabetical
subject index to his own book, _Summa Confessorum_ (1297—1298). As the Rouses
have put it, 'By the end of the [13]th century the practical utility of the
subject index is taken for granted by the literate West, no longer solely as
an aid for preachers, but also in the disciplines of theology, philosophy, and
both kinds of law.'"
In one sense neither subject-index nor concordane are indexes, they are words
or group of words selected according to given criteria from the body of the
text, each accompanied with a list of identifiers. These identifiers are
elements of an index, whether they represent a page, chapter, column, or other
[kind of] block of text. Every identifier is an unique _address_.
The index is thus an ordering of a sequence by means of associating its
elements with a set of symbols, when each element is given unique combination
of symbols. Different sizes of sets yield different number of variations.
Symbol sets such as an alphabet, arabic numerals, roman numerals, and binary
digits have different proportions between the length of a string of symbols
and the number of possible variations it can contain. Thus two symbols of
English alphabet can store 26^2 various values, of arabic numerals 10^2, of
roman numberals 8^2 and of binary digits 2^2.
Indexation is segmentation, a breaking into segments. From as early as the
13th century the index such as that of sections has served as enabler of
search. The more [detailed] indexation the more precise search results it
enables.
The subject-index and concordance are tables of search results. There is a
direct lineage from the 13th-century biblical concordances and the birth of
computational linguistic analysis, they were both initiated and realised by
priests.
During the World War II, Jesuit Father Roberto Busa began to look for machines
for the automation of the linguistic analysis of the 11 million-word Latin
corpus of Thomas Aquinas and related authors.
Working on his Ph.D. thesis on the concept of _praesens_ in Aquinas he
realised two things:
> "I realized first that a philological and lexicographical inquiry into the
verbal system of an author has t o precede and prepare for a doctrinal
interpretation of his works. Each writer expresses his conceptual system in
and through his verbal system, with the consequence that the reader who
masters this verbal system, using his own conceptual system, has to get an
insight into the writer's conceptual system. The reader should not simply
attach t o the words he reads the significance they have in his mind, but
should try t o find out what significance they had in the writer's mind.
Second, I realized that all functional or grammatical words (which in my mind
are not 'empty' at all but philosophically rich) manifest the deepest logic of
being which generates the basic structures of human discourse. It is .this
basic logic that allows the transfer from what the words mean today t o what
they meant to the writer.
>
> In the works of every philosopher there are two philosophies: the one which
he consciously intends to express and the one he actually uses to express it.
The structure of each sentence implies in itself some philosophical
assumptions and truths. In this light, one can legitimately criticize a
philosopher only when these two philosophies are in contradiction." 11(http://www.alice.id.tue.nl/references/busa-1980.pdf)
Collaborating with the IBM in New York from 1949, the work, a concordance of
all the words of Thomas Aquinas, was finally published in the 1970s in 56
printed volumes (a version is online since 2005 12(http://www.corpusthomisticum.org/it/index.age)). Besides that, an
electronic lexicon for automatic lemmatization of Latin words was created by a
team of ten priests in the scope of two years (in two phases: grouping all the
forms of an inflected word under their lemma, and coding the morphological
categories of each form and lemma), containing 150,000 forms 13(http://www.alice.id.tue.nl/references/busa-1980.pdf#page=4). Father
Busa has been dubbed the father of humanities computing and recently also of
digital humanities.
The subject-index has a crucial role in the printed book. It is the only means
for search the book offers. Subjects composing an index can be selected
according to a classification scheme (specific to a field of an inquiry), for
example as elements of a certain degree (with a given minimum number of
subclasses).
Its role seemingly vanishes in the digital text. But it can be easily
transformed. Besides serving as a table of pre-searched results the subject-
index also gives a distinct idea about content of the book. Two patterns give
us a clue: numbers of occurrences of selected words give subjects weights,
while words that seem specific to the book outweights other even if they don't
occur very often. A selection of these words then serves as a descriptor of
the whole text, and can be thought of as a specific kind of 'tags'.
This process was formalized in a mathematical function in the 1970s, thanks to
a formula by Karen Spärck Jones which she entitled 'inverse document
frequency' (IDF), or in other words, "term specificity". It is measured as a
proportion of texts in the corpus where the word appears at least once to the
total number of texts. When multiplied by the frequency of the word _in_ the
text (divided by the maximum frequency of any word in the text), we get _term
frequency-inverse document frequency_ (tf-idf). In this way we can get an
automated list of subjects which are particular in the text when compared to a
group of texts.
We came to learn it by practice of searching the web. It is a mechanism not
dissimilar to thought process involved in retrieving particular information
online. And search engines have it built in their indexing algorithms as well.
There is a paper proposing attaching words generated by tf-idf to the
hyperlinks when referring websites 14(http://bscit.berkeley.edu/cgi-
bin/pl_dochome?query_src=&format=html&collection=Wilensky_papers&id=3&show_doc=yes).
This would enable finding the referred content even after the link is dead.
Hyperlinks in references in the paper use this feature and it can be easily
tested: 15(http://www.cs.berkeley.edu/~phelps/papers/dissertation-
abstract.html?lexical-
signature=notemarks+multivalent+semantically+franca+stylized).
There is another measure, cosine similarity, which takes tf-idf further and
can be applied for clustering texts according to similarities in their
specificity. This might be interesting as a feature for digital libraries, or
even a way of organising library bottom-up into novel categories, new
discourses could emerge. Or as an aid for researchers to sort through texts,
or even for editors as an aid in producing interesting anthologies.
## Final
remarks[[edit](/index.php?title=Talks/Poetics_of_Research&action=edit§ion=7
"Edit section: Final remarks")]
1
New disciplines emerge all the time - most recently, for example, cultural
techniques, software studies, or media archaeology. It takes years, even
decades, before they gain dedicated shelves in libraries or a category in
interlibrary digital repositories. Not that it matters that much. They are not
only sites of academic opportunities but, firstly, frameworks of new
perspectives of looking at the world, new domains of knowledge. From the
perspective of researcher the partaking in a discipline involves negotiating
its vocabulary, classifications, corpus, reference field, and specific
terms[subjects]. Creating new fields involves all that, and more. Even when
one goes against all disciplines.
2
Google can still surprise us.
3
Knowledge has been in the making for millenia. There have been (abstract)
mechanisms established that govern its conditions. We now possess specialized
corpora of texts which are interesting enough to serve as a ground to discuss
and experiment with dictionaries, classifications, indexes, and tools for
references retrieval. These all belong to the poetic devices of knowledge-
making.
4
Command-line example of tf-idf and concordance in 3 steps.
* 1\. Process the files text.1-5.txt and produce freq.1-5.txt with lists of (nonlemmatized) words (in respective texts), ordered by frequency:
> for i in {1..5}; do tr '[A-Z]' '[a-z]' < text.$i.txt | tr -c '[a-z]'
'[\012*]' | tr -d '[:punct:]' | sort | uniq -c | sort -k 1nr | sed '1,1d' >
temp.txt; max=$(awk -vvar=1 -F" " 'NR
* 2\. Process the files freq.1-5.txt and produce tfidf.1-5.txt containing a list of words (out of 500 most frequent in respective lists), ordered by weight (specificity for each text):
> for j in {1..5}; do rm freq.$j.txt.temp; lines=$(wc -l freq.$j.txt) && for i
in {1..500}; do word=$(awk -vline="$i" -vfield=2 -F" " 'NR
line {print
$field}' freq.$j.txt); tf=$(awk -vline="$i" -vfield=1 -F" " 'NR
* 3\. Process the files tfidf.1-5.txt and their source text, text.txt, and produce occ.txt with concordance of top 3 words from each of them:
> rm occ.txt && for j in {1..5}; do echo "$j" >> occ.txt; ptx -f -w 150
text.txt.$j > occ.$j.txt; for i in {1..3}; do word=$(awk -vline="$i" -vfield=1
-F" " 'NR
line {print $field}' tfidf.$j.txt); egrep -i
"[alpha:](/index.php?title=Alpha:&action=edit&redlink=1 "Alpha: \(page does
not exist\)") $word" occ.$j.txt >> occ.txt; done; done
Dušan Barok
_Written 23 October - 1 November 2014 in Bratislava and Stuttgart._
Mattern
Library as Infrastructure
2014
# Library as Infrastructure
Reading room, social service center, innovation lab. How far can we stretch
the public library?
Shannon Mattern
June 2014
__Add to List
#### Share
* __
* __
* __
[](https://placesjournal.org/wp-content/uploads/2014/06
/mattern-library-infrastructure-1x.jpg)Left: Rijksmuseum Library, Amsterdam.
[Photo by[Ton Nolles](https://www.flickr.com/photos/tonnolles/9428619486/)]
Right: Google data center in Council Bluffs, Iowa. [Photo by Google/Connie
Zhou]
Melvil Dewey was a one-man Silicon Valley born a century before Steve Jobs. He
was the quintessential Industrial Age entrepreneur, but unlike the Carnegies
and Rockefellers, with their industries of heavy materiality and heavy labor,
Dewey sold ideas. His ambition revealed itself early: in 1876, shortly after
graduating from Amherst College, he copyrighted his library classification
scheme. That same year, he helped found the American Library Association,
served as founding editor of _Library_ _Journal_ , and launched the American
Metric Bureau, which campaigned for adoption of the metric system. He was 24
years old. He had already established the Library Bureau, a company that sold
(and helped standardize) library supplies, furniture, media display and
storage devices, and equipment for managing the circulation of collection
materials. Its catalog (which would later include another Dewey invention,
[the hanging vertical
file](http://books.google.com/books?id=_YuWb0uptwAC&pg=PA112&dq=vertical+file+%22library+bureau%22+date:1900-1900&lr=&as_brr=0#v=onepage&q=vertical%20file%20%22library%20bureau%22%20date%3A1900-1900&f=false))
represented the library as a “machine” of uplift and enlightenment that
enabled proto-Taylorist approaches to public education and the provision of
social services. As chief librarian at Columbia College, Dewey established the
first library school — called, notably, the School of Library _Economy_ —
whose first class was 85% female; then he brought the school to Albany, where
he directed the New York State Library. In his spare time, he founded the Lake
Placid Club and helped win the bid for the 1932 Winter Olympics.
Dewey was thus simultaneously in the furniture business, the office-supply
business, the consulting business, the publishing business, the education
business, the human resources business, and what we might today call the
“knowledge solutions” business. Not only did he recognize the potential for
monetizing and cross-promoting his work across these fields; he also saw that
each field would be the better for it. His career (which was not without its
[significant
controversies](http://query.nytimes.com/gst/abstract.html?res=9A06E0D7163DE733A25755C1A9649C946497D6CF))
embodied a belief that classification systems and labeling standards and
furniture designs and people work best when they work towards the same end —
in other words, that intellectual and material systems and labor practices are
mutually constructed and mutually reinforcing.
Today’s libraries, Apple-era versions of the Dewey/Carnegie institution,
continue to materialize, at multiple scales, their underlying bureaucratic and
epistemic structures — from the design of their web interfaces to the
architecture of their buildings to the networking of their technical
infrastructures. This has been true of knowledge institutions throughout
history, and it will be true of our future institutions, too. I propose that
thinking about the library as a network of integrated, mutually reinforcing,
evolving _infrastructures_ — in particular, architectural, technological,
social, epistemological and ethical infrastructures — can help us better
identify what roles we want our libraries to serve, and what we can reasonably
expect of them. What ideas, values and social responsibilities can we scaffold
within the library’s material systems — its walls and wires, shelves and
servers?
[](https://placesjournal.org/wp-content/uploads/2014/06/mattern-library-
infrastructure-2x.jpg) Dictionary stands from the [Library Bureau’s 1890
catalog](http://books.google.com/books?id=rwdwAAAAIAAJ&dq=library+bureau+catalog+1890&source=gbs_navlinks_s).
## Library as Platform
For millennia libraries have acquired resources, organized them, preserved
them and made them accessible (or not) to patrons. But the [forms of those
resources](http://www.spl.org/prebuilt/cen_conceptbook/page16.htm) have
changed — from scrolls and codices; to LPs and LaserDiscs; to e-books,
electronic databases and open data sets. Libraries have had at least to
comprehend, if not become a key node within, evolving systems of media
production and distribution. Consider the medieval scriptoria where
manuscripts were produced; the evolution of the publishing industry and book
trade after Gutenberg; the rise of information technology and its webs of
wires, protocols and regulations. 1 At every stage, the contexts — spatial,
political, economic, cultural — in which libraries function have shifted; so
they are continuously [reinventing
themselves](http://www.spl.org/prebuilt/cen_conceptbook/page18.htm) and the
means by which they provide those vital information services.
Libraries have also assumed a host of ever-changing social and symbolic
functions. They have been expected to symbolize the eminence of a ruler or
state, to integrally link “knowledge” and “power” — and, more recently, to
serve as “community centers,” “public squares” or “think tanks.” Even those
seemingly modern metaphors have deep histories. The ancient Library of
Alexandria was a prototypical think tank, 2 and the early Carnegie buildings
of the 1880s were community centers with swimming pools and public baths,
bowling alleys, billiard rooms, even rifle ranges, as well as book stacks. 3
As the Carnegie funding program expanded internationally — to more than 2,500
libraries worldwide — secretary James Bertram standardized the design in his
1911 pamphlet “Notes on the Erection of Library Buildings,” which offered
grantees a choice of six models, believed to be the work of architect Edward
Tilton. Notably, they all included a lecture room.
In short, the library has always been a place where informational and social
infrastructures intersect within a physical infrastructure that (ideally)
supports that program.
Now we are seeing the rise of a new metaphor: the library as “platform” — a
buzzy word that refers to a base upon which developers create new
applications, technologies and processes. In an [influential 2012 article in
_Library Journal_](http://lj.libraryjournal.com/2012/09/future-of-libraries
/by-david-weinberger/), David Weinberger proposed that we think of libraries
as “open platforms” — not only for the creation of software, but also for the
development of knowledge and community. 4 Weinberger argued that libraries
should open up their entire collections, all their metadata, and any
technologies they’ve created, and allow anyone to build new products and
services on top of that foundation. The platform model, he wrote, “focuses our
attention away from the provisioning of resources to the foment” — the “messy,
rich networks of people and ideas” — that “those resources engender.” Thus the
ancient Library of Alexandria, part of a larger museum with botanical gardens,
laboratories, living quarters and dining halls, was a _platform_ not only for
the translation and copying of myriad texts and the compilation of a
magnificent collection, but also for the launch of works by Euclid,
Archimedes, Eratosthenes and their peers.
[![Domnique Perrault, La bibliothèque nationale de France, literally elevated
on a platform. \[Photo by Jean-Pierre
Dalbera\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Domnique
Perrault, La bibliothèque nationale de France, literally elevated on a
platform. \[Photo by Jean-Pierre Dalbera\]](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-3x-
1020x679.jpg)](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-3x.jpg) Domnique Perrault, La bibliothèque nationale de
France, literally elevated on a platform. [Photo by [Jean-Pierre
Dalbera](https://www.flickr.com/photos/dalbera/4944528385/)]
Yet the platform metaphor has limitations. For one thing, it smacks of Silicon
Valley entrepreneurial epistemology, which prioritizes “monetizable”
“knowledge solutions.” Further, its association with new media tends to
bracket out the similarly generative capacities of low-tech, and even _non_
-technical, library resources. One key misperception of those who proclaim the
library’s obsolescence is that its function as a knowledge institution can be
reduced to its technical services and information offerings. Knowledge is
never solely a product of technology and the information it delivers.
Another problem with the platform model is the image it evokes: a flat, two-
dimensional stage on which resources are laid out for users to _do stuff
with_. The platform doesn’t have any implied depth, so we’re not inclined to
look underneath or behind it, or to question its structure. Weinberger
encourages us to “think of the library not as a portal we go through on
occasion but as infrastructure that is as ubiquitous and persistent as the
streets and sidewalks of a town.” It’s like a “canopy,” he says — or like a
“cloud.” But these metaphors are more poetic than critical; they obfuscate all
the wires, pulleys, lights and scaffolding that you inevitably find underneath
and above that stage — and the casting, staging and direction that determine
what happens _on_ the stage, and that allow it to function _as_ a stage.
Libraries are infrastructures not only because they are ubiquitous and
persistent, but also, and primarily, because they are made of interconnected
networks that undergird all that foment, that create what Pierre Bourdieu
would call “[structuring
structures](http://books.google.com/books?id=WvhSEMrNWHAC&lpg=PA72&ots=puRmifuGmb&dq=bourdieu%20%22structuring%20structures%22&pg=PA72#v=onepage)”
that support Weinberger’s “messy, rich networks of people and ideas.”
It can be instructive for our libraries’ publics — and critical for our
libraries’ leaders — to assess those structuring structures. In this age of
e-books, smartphones, firewalls, proprietary media platforms and digital
rights management; of atrophying mega-bookstores and resurgent independent
bookshops and a metastasizing Amazon; of Google Books and Google Search and
Google Glass; of economic disparity and the continuing privatization of public
space and services — which is simultaneously an age of democratized media
production and vibrant DIY and activist cultures — libraries play a critical
role as mediators, at the hub of all the hubbub. Thus we need to understand
how our libraries function _as_ , and as _part of_ , infrastructural ecologies
— as sites where spatial, technological, intellectual and social
infrastructures shape and inform one another. And we must consider how those
infrastructures can embody the epistemological, political, economic and
cultural values that we _want_ to define our communities. 5
[![Hammond, Beeby and Babka, Harold Washington Library Center, Chicago Public
Library. \[Photo by Robert Dawson, from Public Library: An American
Commons\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Hammond,
Beeby and Babka, Harold Washington Library Center, Chicago Public Library.
\[Photo by Robert Dawson, from Public Library: An American
Commons\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-4x.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-4x.jpg) Hammond, Beeby
and Babka, Harold Washington Library Center, Chicago Public Library. [Photo by
Robert Dawson, from _[Public Library: An American
Commons](https://placesjournal.org/article/public-library-an-american-
commons/)_ ]
## Library as Social Infrastructure
Public libraries are often seen as “opportunity institutions,” opening doors
to, and for, the disenfranchised. 6 People turn to libraries to access the
internet, take a GED class, get help with a resumé or job search, and seek
referrals to other community resources. A [recent
report](http://nycfuture.org/research/publications/branches-of-opportunity) by
the Center for an Urban Future highlighted the benefits to immigrants,
seniors, individuals searching for work, public school students and aspiring
entrepreneurs: “No other institution, public or private, does a better job of
reaching people who have been left behind in today’s economy, have failed to
reach their potential in the city’s public school system or who simply need
help navigating an increasingly complex world.” 7
The new Department of Outreach Services at the Brooklyn Public Library, for
instance, partners with other organizations to bring library resources to
seniors, school children and prison populations. The Queens Public Library
employs case managers who help patrons identify public benefits for which
they’re eligible. “These are all things that someone could dub as social
services,” said Queens Library president Thomas Galante, “but they’re not. … A
public library today has information to improve people’s lives. We are an
enabler; we are a connector.” 8
Partly because of their skill in reaching populations that others miss,
libraries have recently reported record circulation and visitation, despite
severe budget cuts, decreased hours and the [threatened closure or
sale](http://www.nydailynews.com/new-york/civic-group-city-bail-cash-strapped-
brooklyn-public-library-system-mired-300-million-repair-article-1.1748855) of
“underperforming” branches. 9 Meanwhile the Pew Research Center has released a
[series of studies](http://libraries.pewinternet.org/) about the materials and
services Americans want their libraries to provide. [Among the
findings](http://libraries.pewinternet.org/2013/12/11/libraries-in-
communities/): 90 percent of respondents say the closure of their local public
library would have an impact on their community, and 63 percent describe that
impact as “major.”
[![Toyo Ito, Sendai Mediatheque. \[Photo by Forgemind
Archimedia\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Toyo
Ito, Sendai Mediatheque. \[Photo by Forgemind
Archimedia\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-5x-1020x757.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-5x.jpg)Toyo Ito, Sendai
Mediatheque. [Photo by [Forgemind
Archimedia](https://www.flickr.com/photos/eager/11996856324/)]
Libraries also bring communities together in times of calamity or disaster.
Toyo Ito, architect of the acclaimed [Sendai
Mediatheque](http://en.wikipedia.org/wiki/Sendai_Mediatheque), recalled that
after the 2011 earthquake in Japan, local officials reopened the library
quickly even though it had sustained minor damage, “because it functions as a
kind of cultural refuge in the city.” He continued, “Most people who use the
building are not going there just to read a book or watch a film; many of them
probably do not have any definite purpose at all. They go just to be part of
the community in the building.” 10
We need to attend more closely to such “social infrastructures,” the
“facilities and conditions that allow connection between people,” says
sociologist Eric Klinenberg. In [a recent
interview](http://urbanomnibus.net/2013/10/toward-a-stronger-social-
infrastructure-a-conversation-with-eric-klinenberg/), he argued that urban
resilience can be measured not only by the condition of transit systems and
basic utilities and communication networks, but also by the condition of
parks, libraries and community organizations: “open, accessible, and welcoming
public places where residents can congregate and provide social support during
times of need but also every day.” 11 In his book _Heat Wave_ , Klinenberg
noted that a vital public culture in Chicago neighborhoods drew people out of
sweltering apartments during the 1995 heat wave, and into cooler public
spaces, thus saving lives.
The need for physical spaces that promote a vibrant social infrastructure
presents many design opportunities, and some libraries are devising innovative
solutions. Brooklyn and other cultural institutions have
[partnered](http://www.informationforfamilies.org/Theres_No_Place_Like_Home/Jobs_68.html)
with the [Uni](http://www.theuniproject.org/find-the-uni/), a modular,
portable library that [I wrote about earlier in this
journal](https://placesjournal.org/article/marginalia-little-libraries-in-the-
urban-margins/). And modular solutions — kits of parts — are under
consideration in a design study sponsored by the Center for an Urban Future
and the Architectural League of New York, which aims to [reimagine New York
City’s library branches](http://urbanomnibus.net/2014/06/request-for-
qualifications-re-envisioning-branch-libraries/) so that they can more
efficiently and effectively serve their communities. CUF also plans to
publish, at the end of June, an audit of, and a proposal for, New York’s three
library systems. 12 _New York Times_ architecture critic Michael Kimmelman,
reflecting on the roles played by New York libraries [during recent
hurricanes](http://www.npr.org/2013/08/12/210541233/for-disasters-pack-a
-first-aid-kit-bottled-water-and-a-library-card), goes so far as to
[suggest](http://www.nytimes.com/2013/10/03/arts/design/next-time-libraries-
could-be-our-shelters-from-the-storm.html) that the city’s branch libraries,
which have “become our de facto community centers,” “could be designed in the
future with electrical systems out of harm’s way and set up with backup
generators and solar panels, even kitchens and wireless mesh networks.” 13
[![Bobst Library, New York University, after Hurricane Sandy. \[Photos by
bettyx1138\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Bobst
Library, New York University, after Hurricane Sandy. \[Photos by
bettyx1138\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-6x-1020x551.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-6x.jpg) Bobst Library,
New York University, after Hurricane Sandy. [Photos by
[bettyx1138](https://www.flickr.com/photos/bettyx1138/8151244029/)]
But is it too much to expect our libraries to serve as soup kitchens and
recovery centers when they have so many other responsibilities? The library’s
broad mandate means that it often picks up the slack when other institutions
fall short. “It never ceases to amaze me just what libraries are looked upon
to provide,” says Ruth Faklis, director of the Prairie Trail Public Library
District in suburban Chicago:
> This includes, but is not limited to, [serving as] keepers of the homeless …
while simultaneously offering latch-key children a safe and activity-filled
haven. We have been asked to be voter-registration sites, warming stations,
notaries, technology-terrorism watchdogs, senior social-gathering centers,
election sites, substitute sitters during teacher strikes, and the latest —
postmasters. These requests of society are ever evolving. Funding is not
generally attached to these magnanimous suggestions, and when it is, it does
not cover actual costs of the additional burden, thus stretching the library’s
budget even further. I know of no other government entity that is asked to
take on additional responsibilities not necessarily aligned with its mission.
13
In a Metafilter discussion about funding cuts in California, one librarian
offered this poignant lament:
> Every day at my job I helped people just barely survive. … Forget trying to
be the “people’s university” and create a body of well informed citizens.
Instead I helped people navigate through the degrading hoops of modern online
society, fighting for scraps from the plate, and then kicking back afterwards
by pretending to have a farm on Facebook.
[ Read the whole story](http://www.metafilter.com/112698/California-
Dreamin#4183210). It’s quite a punch to the stomach. Given the effort
librarians expend in promoting basic literacies, how much more can this social
infrastructure support? Should we welcome the “design challenge” to engineer
technical and architectural infrastructures to accommodate an ever-
diversifying program — or should we consider that we might have stretched this
program to its limit, and that no physical infrastructure can effectively
scaffold such a motley collection of social services?
Again, we need to look to the infrastructural ecology — the larger network of
public services and knowledge institutions of which each library is a part.
How might towns, cities and regions assess what their various public (and
private) institutions are uniquely qualified and sufficiently resourced to do,
and then deploy those resources most effectively? Should we regard the library
as the territory of the civic _mind_ and ask other social services to attend
to the civic _body_? The assignment of social responsibility isn’t so black
and white — nor are the boundaries between mind and body, cognition and affect
— but libraries do need to collaborate with other institutions to determine
how they leverage the resources of the infrastructural ecology to serve their
publics, with each institution and organization contributing what it’s best
equipped to contribute — and each operating with a clear sense of its mission
and obligation.
Libraries have a natural affinity with cultural institutions. Just this
spring, New York Mayor Bill de Blasio [appointed Tom
Finkelpearl](http://www.nytimes.com/2014/04/07/arts/design/mayor-de-blasio-
names-tom-finkelpearl-of-the-queens-museum.html?_r=1) as the city’s new
Commissioner of Cultural Affairs. A former president of the Queens Museum,
Finkelpearl oversaw the first phase of a renovation by Grimshaw Architects,
which, in its next phase, will incorporate a Queens Public Library branch — an
effective pairing, given the commitment of both institutions to education and
local culture. Similarly, Lincoln Center houses the New York Public Library
for the Performing Arts. As commissioner, Finkelpearl could broaden support
for mixed-use development that strengthens infrastructural ecologies. The
[CUF/Architectural League project](http://urbanomnibus.net/2014/06/request-
for-qualifications-re-envisioning-branch-libraries/) is also considering how
collaborative partnerships can inform library program and design.
[![Bohlin Cywinski Jackson, Ballard Library and Neighborhood Service Center,
Seattle. \[Photo by Jules
Antonio\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Bohlin
Cywinski Jackson, Ballard Library and Neighborhood Service Center, Seattle.
\[Photo by Jules Antonio\]](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-7x-
1020x724.jpg)](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-7x.jpg)Bohlin Cywinski Jackson, Ballard Library and
Neighborhood Service Center, Seattle. [Photo by [Jules
Antonio](https://www.flickr.com/photos/julesantonio/8152446538/)]
I’ve recently returned from Seattle, where I revisited [OMA’s Central
Library](https://placesjournal.org/article/seattle-central-library-civic-
architecture-in-the-age-of-media/) on its 10th anniversary and toured several
new branch libraries. 15 Under the 1998 bond measure “Libraries for All,”
citizens voted to tax themselves to support construction of the Central
Library and four new branches, and to upgrade _every_ branch in the system.
The [vibrant, sweeping Ballard branch](http://www.archdaily.com/100821
/ballard-library-and-neighborhood-service-center-bohlin-cywinski-jackson/)
(2005), by Bohlin Cywinski Jackson, includes a separate entrance for the
Ballard Neighborhood Service Center, a “[little city
hall](http://www.seattle.gov/neighborhood-service-centers)“ where residents
can find information about public services, get pet licenses, pay utility
bills, and apply for passports and city jobs. While the librarians undoubtedly
field questions about such services, they’re also able to refer patrons next
door, where city employees are better equipped to meet their needs — thus
affording the library staff more time to answer reference questions and host
writing groups and children’s story hours.
Seattle’s City Librarian, Marcellus Turner, is big on partnerships —with
cultural institutions, like local theaters, as well as commercial
collaborators, like the Seahawks football team. 16 After taking the helm in
2011, he identified [five service priorities](http://www.spl.org/about-the-
library/mission-statement) — youth and early learning, technology and access,
community engagement, Seattle culture and history, and re-imagined spaces —
and tasked working groups with developing proposals for how the library can
better address those needs. Each group must consider marketing, funding, staff
deployment and partnership opportunities that “leverage what we have with what
[the partners] have.” For instance, “Libraries that focus on early-childhood
education might employ educators, academicians, or teachers to help us with
research into early-childhood learning and teaching.” 17
The “design challenge” is to consider what physical infrastructures would be
needed to accommodate such partnerships. 18 Many libraries have continued
along a path laid by library innovators from Ptolemy to Carnegie, renovating
their buildings to incorporate public gathering, multi-use, and even
commercial spaces. In Seattle’s Ballard branch, a large meeting room hosts
regular author readings and a vibrant writing group that typically attracts 30
or more participants. In Salt Lake City, the [library
plaza](http://www.slcpl.lib.ut.us/shops) features an artist co-op, a radio
station, a community writing center, the Library Store, and a few cafes — all
private businesses whose ethos is consistent with the library’s. The New York
Public Library has [recently announced](http://www.nypl.org/press/press-
release/april-30-2014/new-york-public-library-opens-doors-coursera-students)
that some of its branches will serve as “learning hubs” for Coursera, the
provider of “massive open online courses.” And many libraries have classrooms
and labs where they offer regular technical training courses.
[![Moshe Safdie, Salt Lake City Public Library. \[Photo by Pedro
Szekely\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Moshe
Safdie, Salt Lake City Public Library. \[Photo by Pedro
Szekely\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-8x-1020x678.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-8x.jpg)Moshe Safdie,
Salt Lake City Public Library. [Photo by [Pedro
Szekely](https://www.flickr.com/photos/pedrosz/5139398125/)]
These entrepreneurial models reflect what seems to be an increasingly
widespread sentiment: that while libraries continue to serve a vital role as
“opportunity institutions” for the disenfranchised, this cannot be their
primary self-justification. They cannot duplicate the responsibilities of our
community centers and social service agencies. “Their narrative” — or what I’d
call an “epistemic framing,” by which I mean the way the library packages its
program as a knowledge institution, and the infrastructures that support it —
“must include everyone,” says the University of Michigan’s Kristin
Fontichiaro. 19 What programs and services are consistent with an institution
dedicated to lifelong learning? Should libraries be reconceived as hubs for
civic engagement, where communities can discuss local issues, create media,
and archive community history? 20 Should they incorporate media production
studios, maker-spaces and hacker labs, repositioning themselves in an evolving
ecology of information and educational infrastructures?
These new social functions — which may require new physical infrastructures to
support them — broaden the library’s narrative to include _everyone_ , not
only the “have-nots.” This is not to say that the library should abandon the
needy and focus on an elite patron group; rather, the library should
incorporate the “enfranchised” as a key public, both so that the institution
can reinforce its mission as a social infrastructure for an inclusive public,
_and_ so that privileged, educated users can bring their knowledge and talents
_to_ the library and offer them up as social-infrastructural resources.
Many among this well-resourced population — those who have jobs and home
internet access and can navigate the government bureaucracy with relative ease
— already see themselves as part of the library’s public. They regard the
library as a space of openness, egalitarianism and freedom (in multiple senses
of the term), within a proprietary, commercial, segregated and surveilled
landscape. They understand that no matter how well-connected they are, [they
actually _don’t_ have the world at their
fingertips](https://placesjournal.org/article/marginalia-little-libraries-in-
the-urban-margins/) — that “material protected by stringent copyright and held
in proprietary databases is often inaccessible outside libraries” and that,
“as digital rights management becomes ever more complicated, we … rely even
more on our libraries to help us navigate an increasingly fractured and
litigious digital terrain.” 21 And they recognize that they cannot depend on
Google to organize the world’s information. As the librarian noted in [that
discussion](http://www.metafilter.com/112698/California-Dreamin#4183210) on
Metafilter:
> The [American Library Association] has a proven history of commitment to
intellectual freedom. The public service that we’ve been replaced with has a
spotty history of “not being evil.” When we’re gone, you middle class, you
wealthy, you tech-savvy, who will fight for that with no profit motivation?
Even if you never step foot in our doors, and all of your media comes to a
brightly lit screen, we’re still working for you.
The library’s social infrastructure thus benefits even those who don’t have an
immediate need for its space or its services.
[![David Adjaye, Francis Gregory Neighborhood Library, Washington, D.C.
\[Photo by Edmund
Sumner\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![David
Adjaye, Francis Gregory Neighborhood Library, Washington, D.C. \[Photo by
Edmund Sumner\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-9x-1020x694.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-9x.jpg)David Adjaye,
Francis Gregory Neighborhood Library, Washington, D.C. [Photo by Edmund
Sumner]
Finally, we must acknowledge the library’s role as a civic landmark — a symbol
of what a community values highly enough to place on a prominent site, to
materialize in dignified architecture that communicates its openness to
everyone, and to support with sufficient public funding despite the fact that
it’ll never make a profit. A well-designed library — a contextually-designed
library — can reflect a community’s character back to itself, clarifying who
it is, in all its multiplicity, and what it stands for. 22 David Adjaye’s
[Bellevue](http://www.archdaily.com/258098/bellevue-library-adjaye-
associates/) and [Francis Gregory](http://www.archdaily.com/258109/francis-
gregory-library-adjaye-associates/) branch libraries, in historically
underserved neighborhoods of Washington D.C., have been lauded for performing
precisely this function. [As Sarah Williams Goldhagen
writes](http://www.newrepublic.com/article/112443/revolution-your-community-
library):
> Adjaye is so attuned to the nuances of urban context that one might be hard
pressed to identify them as the work of one designer. Francis Gregory is steel
and glass, Bellevue is concrete and wood. Francis Gregory presents a single
monolithic volume, Bellevue an irregular accretion of concrete pavilions.
Context drives the aesthetic.
His designs “make of this humble municipal building an arena for social
interaction, …a distinctive civic icon that helps build a sense of common
identity.” This kind of social infrastructure serves a vital need for an
entire community.
[![Stacks at the Stephen A. Schwarzman Building, New York Public Library.
\[Published in a 1911 issue of Scientific
American\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Stacks
at the Stephen A. Schwarzman Building, New York Public Library. \[Published in
a 1911 issue of Scientific American\]](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-
10x.jpg)](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-10x.jpg)Stacks at the Stephen A. Schwarzman Building,
New York Public Library. [Published in a 1911 issue of _Scientific American_ ]
## Library as Technological-Intellectual Infrastructure
Of course, we must not forget the library collection itself. The old-fashioned
bookstack was [at the center of the recent
debate](http://online.wsj.com/news/articles/SB10001424127887323751104578151653883688578)
over the proposed renovation of the New York Public Library’s Schwartzman
Building on 42nd Street, which was
[cancelled](http://www.nytimes.com/2014/05/08/arts/design/public-library-
abandons-plan-to-revamp-42nd-street-building.html) last month after more than
a year of lawsuits and protests. This storage infrastructure, and the delivery
system it accommodates, have tremendous significance even in a digital age.
For scholars, the stacks represent near-instant access to any materials within
the extensive collection. Architectural historians defended the historical
significance of the stacks, and engineers argued that they are critical to the
structural integrity of the building.
The way a library’s collection is stored and made accessible shapes the
intellectual infrastructure of the institution. The Seattle Public Library
uses [translucent acrylic
bookcases](http://blog.spacesaver.com/StoragesolvedwithSpacesaver/bid/33285
/You-re-not-going-crazy-Library-book-stacks-ARE-cool) made by Spacesaver — and
even here this seemingly mundane, utilitarian consideration cultivates a
character, an ambience, that reflects the library’s identity and its
intellectual values. It might sound corny, but the luminescent glow permeating
the stacks acts as a beacon, a welcoming gesture. There are still many
contemporary libraries that privilege — perhaps even fetishize — the book and
the bookstack: take MVRDV’s [Book
Mountain](http://www.mvrdv.nl/projects/spijkenisse/) (2012), for a town in the
Netherlands; or TAX arquitectura’s [Biblioteca Jose
Vasconcelos](http://www.designboom.com/architecture/biblioteca-vasconcelos-by-
tax-arquitectura-alberto-kalach/) (2006) in Mexico City.
Stacks occupy a different, though also fetishized, space in Helmut Jahn’s
[Mansueto Library](http://www.archdaily.com/143532/joe-and-rika-mansueto-
library-murphy-jahn/) (2011) at the University of Chicago, which mixes diverse
infrastructures to accommodate media of varying materialities: a grand reading
room, a conservation department, a digitization department, and [a
subterranean warehouse of books retrieved by
robot](https://www.youtube.com/watch?v=ESCxYchCaWI&feature=youtu.be). (It’s
worth noting that Boston and other libraries contained [book
railways](http://libraryhistorybuff.blogspot.com/2010/12/book-retrieval-
systems.html) and conveyer belt retrieval systems — proto-robots — a century
ago.) Snøhetta’s [James B. Hunt Jr.
Library](http://www.ncsu.edu/huntlibrary/watch/) (2013) at North Carolina
State University also incorporates a robotic storage and retrieval system, so
that the library can store more books on site, as well as meet its goal of
providing seating for 20 percent of the student population. 23 Here the
patrons come before the collection.
[![Rem Koolhaas/OMA, Seattle Central Library, Spacesaver bookshelves. \[Photo
by
brewbooks\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Rem
Koolhaas/OMA, Seattle Central Library, Spacesaver bookshelves. \[Photo by
brewbooks\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-11x.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-11x.jpg)Rem
Koolhaas/OMA, Seattle Central Library, Spacesaver bookshelves. [Photo by
[brewbooks](https://www.flickr.com/photos/brewbooks/4472712525/)]
[![MVRDV, Book Mountain, Spijkenisse, The Netherlands. \[Photo via
MVRDV\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![MVRDV,
Book Mountain, Spijkenisse, The Netherlands. \[Photo via
MVRDV\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-library-
infrastructure-12x.jpg)](https://placesjournal.org/wp-content/uploads/2014/06
/mattern-library-infrastructure-12x.jpg)MVRDV, Book Mountain, Spijkenisse, The
Netherlands. [Photo via MVRDV]
[![TAX, Biblioteca Vasconcelos, Mexico City. \[Photo by
Clinker\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![TAX,
Biblioteca Vasconcelos, Mexico City. \[Photo by
Clinker\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-13x.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-13x.jpg)TAX, Biblioteca
Vasconcelos, Mexico City. [Photo by
[Clinker](https://www.flickr.com/photos/photos_clinker/295038829/)]
[![Helmut Jahn, Mansueto Library, University of Chicago, reading room above
underground stacks. \[Photo by Eric Allix
Rogers\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Helmut
Jahn, Mansueto Library, University of Chicago, reading room above underground
stacks. \[Photo by Eric Allix Rogers\]](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-
14x.jpg)](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-14x.jpg)Helmut Jahn, Mansueto Library, University of
Chicago, reading room above underground stacks. [Photo by [Eric Allix
Rogers](https://www.flickr.com/photos/reallyboring/5766873063/)]
[![Mansueto Library stacks. \[Photo by Corey
Seeman\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Mansueto
Library stacks. \[Photo by Corey Seeman\]](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-
15x.jpg)](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-15x.jpg)Mansueto Library stacks. [Photo by [Corey
Seeman](https://www.flickr.com/photos/cseeman/14148827344/)]
Back in the early aughts, when I spent a summer touring libraries, the
institutions on the leading edge were integrating media production facilities,
recognizing that media “consumption” and “creation” lie on a gradient of
knowledge production. Today there’s a lot of talk about — [and action
around](http://www.infodocket.com/2013/12/16/results-of-makerspaces-in-
libraries-study-released/) — integrating hacker labs and maker-spaces. 24 As
Anne Balsamo explains, these sites offer opportunities — embodied, often
inter-generational learning experiences that are integral to the development
of a “technological imagination” — that are rarely offered in formal learning
institutions. 25
The Hunt Library has a maker-space, a GameLab, various other production labs
and studios, an immersion theater, and, rather eyebrow-raisingly, an Apple
Technology Showcase (named after library donors whose surname is Apple, with
an intentional pun on the electronics company). 26 One might think major
funding is needed for those kinds of programs, but the trend actually began in
2011 in tiny Fayetteville, New York (pop. 4,373), thought to be [the first
public library](http://www.forbes.com/sites/tjmccue/2011/11/15/first-public-
library-to-create-a-maker-space/) to have incorporated a maker-space. The
following year, the Carnegie Libraries of Pittsburgh — which for years has
hosted film competitions, gaming tournaments, and media-making projects for
youth — [launched](http://www.libraryasincubatorproject.org/?p=6653), with
Google and Heinz Foundation support, [The
Labs](http://www.clpgh.org/teens/events/programs/thelabs/): weekly workshops
at three locations where teenagers can access equipment, software and mentors.
Around the same time, Chattanooga — a city blessed with a [super-high-speed
municipal fiber network](http://www.washingtonpost.com/blogs/the-
switch/wp/2013/09/17/how-chattanooga-beat-google-fiber-by-half-a-decade/) —
opened its lauded [4th Floor](http://chattlibrary.org/4th-floor), a
12,000-square foot “public laboratory and educational facility” that “supports
the production, connection, and sharing of knowledge by offering access to
tools and instruction.” Those tools include 3D printers, laser cutters and
vinyl cutters, and the instruction includes everything from tech classes, to
incubator projects for female tech entrepreneurs, to [business pitch
competitions](http://www.nooga.com/158480/hundreds-attend-will-this-float-
business-pitch-event/).
Last year, the Brooklyn Public Library, just a couple blocks from where I
live, opened its [Levy Info
Commons](http://www.bklynlibrary.org/locations/central/infocommons), which
includes space for laptop users and lots of desktop machines featuring
creative software suites; seven reserveable teleconference-ready meeting
rooms, including one that doubles as a recording studio; and a training lab,
which offers an array of digital media workshops led by a local arts and
design organization and also invites patrons to lead their own courses. A
typical month on their robust event calendar includes resume editing
workshops, a Creative Business Tech prototyping workshop, individual meetings
with business counselors, Teen Tech tutorials, computer classes for seniors,
workshops on podcasting and oral history and “adaptive gaming” for people with
disabilities, and even an audio-recording and editing workshop targeted to
poets, to help them disseminate their work in new formats. Also last year, the
Martin Luther King, Jr., Memorial Library in Washington, D.C., opened its
[Digital Commons](http://www.washingtonpost.com/blogs/the-switch/wp/2013/08/07
/the-digital-age-is-forcing-libraries-to-change-heres-what-that-looks-like/),
where patrons can use a print-on-demand bookmaking machine, a 3D printer, and
a co-working space known as the “Dream Lab,” or try out a variety of e-book
readers. The Chicago Public Library partnered with the Museum of Science and
Industry to open [a pop-up maker lab](http://arstechnica.com/gadgets/2013/07
/3d-printing-for-all-inside-chicago-librarys-new-pop-up-maker-lab/) featuring
open-source design software, laser cutters, a milling machine, and (of course)
3D printers — not one, but _three_.
[![Chattanooga Public Library, 4th Floor. \[Photo by Larry
Miller\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Chattanooga
Public Library, 4th Floor. \[Photo by Larry
Miller\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-17x-1020x680.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-17x.jpg) Chattanooga
Public Library, 4th Floor. [Photo by [Larry
Miller](https://www.flickr.com/photos/drmillerlg/9228431656/sizes/l)]
[![Snøhetta, James B. Hunt, Jr. Library, North Carolina State University,
MakerBot in Apple Technology Showcase. \[Photo by Mal
Booth\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Snøhetta,
James B. Hunt, Jr. Library, North Carolina State University, MakerBot in Apple
Technology Showcase. \[Photo by Mal Booth\]](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-16x-
1020x680.jpg)](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-16x.jpg)Snøhetta, James B. Hunt, Jr. Library, North
Carolina State University, MakerBot in Apple Technology Showcase. [Photo by
[Mal Booth](https://www.flickr.com/photos/malbooth/10401308096/sizes/l)]
[![Hunt Library, iPearl Immersion Theater. \[Photo by Payton
Chung\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Hunt
Library, iPearl Immersion Theater. \[Photo by Payton
Chung\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-library-
infrastructure-18x-1020x573.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-18x.jpg)Hunt Library,
iPearl Immersion Theater. [Photo by [Payton
Chung](https://www.flickr.com/photos/paytonc/8758630775/sizes/l)]
Some have proposed that libraries — following in the tradition of Alexandria’s
“think tank,” and compelled by a desire to “democratize entrepreneurship” —
make for ideal [co-working or incubator
spaces](http://www.citylab.com/work/2013/02/why-libraries-should-be-next-
great-startup-incubators/4733/), where patrons with diverse skill sets can
organize themselves into start-ups-for-the-people. 27 Others recommend that
librarians entrepreneurialize _themselves_ , rebranding themselves as
professional consultants in a complex information economy. Librarians, in this
view, are uniquely qualified digital literacy tutors; experts in “copyright
compliance, licensing, privacy, information use, and ethics”; gurus of
“aligning … programs with collections, space, and resources”; skilled creators
of “custom ontologies, vocabularies, taxonomies” and structured data; adept
practitioners of data mining. 28 Others recommend that libraries get into the
content production business. In the face of increasing pressure to rent and
license proprietary digital content with stringent use policies, why don’t
libraries do more to promote the creation of independent media or develop
their own free, open-source technologies? Not many libraries have the time and
resources to undertake such endeavors, but [NYPL
Labs](http://www.nypl.org/collections/labs) and Harvard’s [Library Test
Kitchen](http://www.librarytestkitchen.org/), have demonstrated what’s
possible when even back-of-house library spaces become sites of technological
praxis. Unfortunately, those innovative projects are typically hidden behind
the interface (as with so much library labor). Why not bring those operations
to the front of the building, as part of the public program?
Of course, with all these new activities come new spatial requirements.
Library buildings must incorporate a wide variety of furniture arrangements,
lighting designs, acoustical conditions, etc., to accommodate multiple sensory
registers, modes of working, postures and more. Librarians and designers are
now acknowledging — and designing _for_ , rather than designing _out_ —
activities that make noise and can occasionally be a bit messy. I did a study
several years ago on the evolution of library sounds and found widespread
recognition that knowledge-making doesn’t readily happen when “shhh!” is the
prevailing rule. 29
These new physical infrastructures create space for an epistemology embracing
the integration of knowledge consumption and production, of thinking and
making. Yet sometimes I have to wonder, given all the hoopla over “making”:
_are_ tools of computational fabrication really the holy grail of the
knowledge economy? What _knowledge_ is produced when I churn out, say, a
keychain on a MakerBot? I worry that the boosterism surrounding such projects
— and the much-deserved acclaim they’ve received for “rebranding” the library
— glosses over the neoliberal values that these technologies sometimes embody.
Neoliberalism channels the pursuit of individual freedom through property
rights and free markets 30 — and what better way to express yourself than by
3D-printing a bust of your own head at the library, or using the library’s CNC
router to launch your customizable cutting board business on Etsy? While
librarians have long been advocates of free and democratic access to
information, I trust — I hope — that they’re helping their patrons to
cultivate a [critical perspective](https://placesjournal.org/article
/tedification-versus-edification/) regarding [the politics of “technological
innovation”](http://en.wikipedia.org/wiki/The_Californian_Ideology) — and the
potential instrumentalism of makerhood. Sure, Dewey was part of this
instrumentalist tradition, too. But our contemporary pursuit of “innovation”
promotes the idea that “making new stuff” = “producing knowledge,” which can
be a dangerous falsehood.
Library staff might want to take up the critique of “innovation,” too. Each
new Google product release, new mobile technology development, new e-reader
launch brings new opportunities for the library to innovate in response. And
while “keeping current” is a crucial goal, it’s important to place that
pursuit in a larger cultural, political-economic and institutional context.
Striving to stay technologically relevant can backfire when it means merely
responding to the profit-driven innovations of commercial media; we see these
mistakes — innovation for innovation’s sake — in the [ed-
tech](http://en.wikipedia.org/wiki/Educational_technology) arena quite often.
[![George Peabody Library, The John Hopkins University. \[Photo by Thomas
Guignard\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![George
Peabody Library, The John Hopkins University. \[Photo by Thomas
Guignard\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-19x-1020x680.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-19x.jpg)George Peabody
Library, The John Hopkins University. [Photo by [Thomas
Guignard](https://www.flickr.com/photos/timtom/5304555668/)]
## Reading across the Infrastructural Ecology
Libraries need to stay focused on their long-term cultural goals — which
should hold true regardless of what Google decides to do tomorrow — and on
their place within the larger infrastructural ecology. They also need to
consider how their various infrastructural identities map onto each other, or
don’t. Can an institution whose technical and physical infrastructure is
governed by the pursuit of innovation also fulfill its obligations as a social
infrastructure serving the disenfranchised? What ethics are embodied in the
single-minded pursuit of “the latest” technologies, or the equation of
learning with entrepreneurialism?
As Zadie Smith [argued
beautifully](http://www.nybooks.com/blogs/nyrblog/2012/jun/02/north-west-
london-blues/) in the _New York Review of Books_ , we risk losing the
library’s role as a “different kind of social reality (of the three
dimensional kind), which by its very existence teaches a system of values
beyond the fiscal.” 31 Barbara Fister, a librarian at Gustavus Adolphus
College, offered an [equally eloquent
plea](http://www.insidehighered.com/blogs/library-babel-fish/some-assumptions-
about-libraries#sthash.jwJlhrsD.dpbs) for the library as a space of exception:
> Libraries are not, or at least should not be, engines of productivity. If
anything, they should slow people down and seduce them with the unexpected,
the irrelevant, the odd and the unexplainable. Productivity is a destructive
way to justify the individual’s value in a system that is naturally communal,
not an individualistic or entrepreneurial zero-sum game to be won by the most
industrious. 32
Libraries, she argued, “will always be at a disadvantage” to Google and Amazon
because they value privacy; they refuse to exploit users’ private data to
improve the search experience. Yet libraries’ failure to compete in
_efficiency_ is what affords them the opportunity to offer a “different kind
of social reality.” I’d venture that there _is_ room for entrepreneurial
learning in the library, but there also has to be room for that alternate
reality where knowledge needn’t have monetary value, where learning isn’t
driven by a profit motive. We can accommodate both spaces for entrepreneurship
_and_ spaces of exception, provided the institution has a strong _epistemic
framing_ that encompasses both. This means that the library needs to know how
to read _itself_ as a social-technical-intellectual infrastructure.
It’s particularly important to cultivate these critical capacities — the
ability to “read” our libraries’ multiple infrastructures and the politics and
ethics they embody — when the concrete infrastructures look like San Antonio’s
[BiblioTech](http://bexarbibliotech.org/), a “bookless” library featuring
10,000 e-books, downloadable via the 3M Cloud App; 600 circulating “stripped
down” 3M e-readers; 200 “enhanced” tablets for kids; and, for use on-site, 48
computers, plus laptops and iPads. The library, which opened last fall, also
offers computer classes and meeting space, but it’s all locked within a
proprietary platformed world.
[![Bexar County BiblioTech, San Antonio, Texas. \[Photo by Bexar
BiblioTech\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Bexar
County BiblioTech, San Antonio, Texas. \[Photo by Bexar
BiblioTech\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-21x-1020x573.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-21x.jpg)Bexar County
BiblioTech, San Antonio, Texas. [Photo by Bexar BiblioTech]
[![Screenshot of the library’s fully digital collection. \[Photo by Bexar
BiblioTech\]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)![Screenshot
of the library’s fully digital collection. \[Photo by Bexar
BiblioTech\]](https://placesjournal.org/wp-content/uploads/2014/06/mattern-
library-infrastructure-20x.jpg)](https://placesjournal.org/wp-
content/uploads/2014/06/mattern-library-infrastructure-20x.jpg)Screenshot of
the library’s fully digital collection. [Photo by Bexar BiblioTech]
In libraries like BiblioTech — and the [Digital Public Library of
America](http://dp.la/) — the collection itself is off-site. Do _patrons_
wonder where, exactly, all those books and periodicals and cloud-based
materials _live_? What’s under, or floating above, the “platform”? Do they
think about the algorithms that lead them to particular library materials, and
the conduits and protocols through which they access them? Do they consider
what it means to supplant bookstacks with server stacks — whose metal racks we
can’t kick, lights we can’t adjust, knobs we can’t fiddle with? Do they think
about the librarians negotiating access licenses and adding metadata to
“digital assets,” or the engineers maintaining the servers? With the
increasing recession of these technical infrastructures — and the human labor
that supports them — further off-site, [behind the
interface](https://placesjournal.org/article/interfacing-urban-intelligence/),
deeper inside the black box, how can we understand the ways in which those
structures structure our intellect and sociality?
We need to develop — both among library patrons and librarians themselves —
new critical capacities to understand the _distributed_ physical, technical
and social architectures that scaffold our institutions of knowledge and
program our values. And we must consider where those infrastructures intersect
— where they should be, and perhaps aren’t, mutually reinforcing one another.
When do our social obligations compromise our intellectual aspirations, or
vice versa? And when do those social or intellectual aspirations for the
library exceed — or fail to fully exploit — the capacities of our
architectural and technological infrastructures? Ultimately, we need to ensure
that we have a strong epistemological framework — a narrative that explains
how the library promotes learning and stewards knowledge — so that everything
hangs together, so there’s some institutional coherence. We need to sync the
library’s intersecting infrastructures so that they work together to support
our shared intellectual and ethical goals.
Places Journal is Supported by Readers Like You.
Please [Subscribe](https://placesjournal.org/newsletter/ "Places Newsletter
Signup") or [Donate](https://placesjournal.org/donate "Donate").
###### Author's Note
I’d like to thank the students in my “Archives, Libraries and Databases”
seminar and my “Digital Archives” studio at The New School, who’ve given me
much food for thought over the years. Thanks, too, to my colleagues at the
[Architectural League of New York](http://archleague.org/) and the [Center for
an Urban Future](http://nycfuture.org/). I owe a debt of gratitude also to
Gabrielle Dean, her students, and her colleagues at Johns Hopkins, who gave me
an opportunity to share a preliminary draft of this work. They, along with my
colleagues Julie Foulkes and Aleksandra Wagner, offered feedback for which I’m
very grateful.
###### Notes
1. See Matthew Battles, _Library: An Unquiet History_ (New York: W.W. Norton, 2003); Lionel Casson, _Libraries in the Ancient World_ (New Haven: Yale University Press, 2001); Fred Lerner, _The Story of Libraries_ (New York: Continuum, 1999).
2. Casson explains that when Alexandria was a brand new city in the third century B.C., its founders enticed intellectuals to the city — in an attempt to establish it as a cultural center — with the famous Museum, “a figurative temple for the muses, a place for cultivating the arts they symbolized. It was an ancient version of a think-tank: the members, consisting of noted writers, poets, scientists, and scholars, were appointed by the Ptolemies for life and enjoyed a handsome salary, tax exemption … free lodging, and food. … It was for them that the Ptolemies founded the library of Alexandria” [33-34].
3. Donald Oehlerts, _Books and Blueprints: Building America’s Public Libraries_ (New York: Greenwood Press, 1991): 62.
4. David Weinberger, “[Library as Platform](http://lj.libraryjournal.com/2012/09/future-of-libraries/by-david-weinberger/),” _Library Journal_ (September 4, 2012).
5. For more on “infrastructural ecologies,” see Reyner Banham, _Los Angeles: The Architecture of Four Ecologies_ (Berkeley, University of California Press, 2009 [1971]); Alan Latham, Derek McCormack, Kim McNamara and Donald McNeil, _Key Concepts in Urban Geography_ (Thousand Oaks, CA: Sage, 2009): 32; Ming Xu and Josh P. Newell, “[Infrastructure Ecology: A Conceptual Mode for Understanding Urban Sustainability](http://css.snre.umich.edu/publication/infrastructure-ecology-conceptual-model-understanding-urban-sustainability),” Sixth International Conference of the International Society for Industrial Ecology (ISIE) Proceedings, Berkeley, CA, June 7-10, 2011; Anu Ramaswami, Christopher Weible, Deborah Main, Tanya Heikkila, Saba Siddiki, Andrew Duvail, Andrew Pattison and Meghan Bernard, “A Social-Ecological-Infrastructural Systems Framework for Interdisciplinary Study of Sustainable City Systems,” _Journal of Industrial Ecology_ 16:6 (December 2012): 801-13. Most references to infrastructural ecologies — and there are few — pertain to systems at the urban scale, but I believe a library is a sufficiently complicated institution, residing at nexus of myriad networks, that it constitutes an infrastructural ecology in its own right.
6. Center for an Urban Future, [“Opportunity Institutions” Conference](http://nycfuture.org/events/event/opportunity-institutions) (March 11, 2013). See also Jesse Hicks and Julie Dressner’s video “[Libraries Now: A Day in the Life of NYC’s Branches](http://nymag.com/daily/intelligencer/2014/05/libraries-now-new-york-video.html)” (May 16, 2014).
7. Center for an Urban Future, _[Branches of Opportunity](http://nycfuture.org/research/publications/branches-of-opportunity)_ (January 2013): 3.
8. Quoted in Katie Gilbert, “[What Is a Library?](http://narrative.ly/long-live-the-book/what-is-a-library/)” _Narratively_ (January 2, 2014).
9. Real estate sales are among the most controversial elements in the New York Public Library’s much-disputed Central Library Plan, which is premised on the sale of the library’s Mid-Manhattan branch and its Science, Industry and Business Library. See Scott Sherman, “[The Hidden History of New York City’s Central Library Plan](http://www.thenation.com/article/175966/hidden-history-new-york-citys-central-library-plan),” _The Nation_ (August 28, 2013).
10. Toyo Ito, “The Building After,” _Artforum_ (September 2013).
11. Eric Klinenberg, “[Toward a Stronger Social Infrastructure: A Conversation with Eric Klinenberg](http://urbanomnibus.net/2013/10/toward-a-stronger-social-infrastructure-a-conversation-with-eric-klinenberg/),” _Urban Omnibus_ (October 16, 2013).
12. I’m a member of the organizing team for this project, and I hope to write more about its outcomes in a future article for this journal.
13. Michael Kimmelman, “[Next Time, Libraries Could Be Our Shelters From the Storm](http://www.nytimes.com/2013/10/03/arts/design/next-time-libraries-could-be-our-shelters-from-the-storm.html),” _New York Times_ (October 2, 2013).
14. Ruth Faklis, in Joseph Janes, Ed., _Library 2020: Today’s Leading Visionaries Describe Tomorrow’s Library_ (Lanham: Scarecrow Press, 2013): 96-7.
15. The Seattle Central Library was a focus of [my first book](http://www.upress.umn.edu/book-division/books/the-new-downtown-library), on public library design. See _The New Downtown Library: Designing With Communities_ (Minneapolis: University of Minnesota Press, 2007).
16. Personal communication with Marcellus Turner, March 21, 2014.
17. Marcellus Turner in _Library 2020_ : 92.
18. Ken Worpole addresses library partnerships, and their implications for design in his _Contemporary Library Architecture: A Planning and Design Guide_ (New York: Routledge, 2013). The book offers a comprehensive look the public roles that libraries serve, and how they inform library planning and design.
19. Kristin Fontichiaro in _Library 2020_ : 8.
20. See Bill Ptacek in _Library 2020_ : 119.
21. The quotations are from my earlier article for Places, “[Marginalia: Little Libraries in the Urban Margins](http://places.designobserver.com/feature/little-libraries-and-tactical-urbanism/33968/).” Within mass-digitization projects like Google Books, as Elisabeth Jones explains, “works that are still in copyright but out of print and works of indeterminate copyright status and/or ownership” will fall between the cracks (in _Library 2020_ : 17).
22. I dedicate a chapter in _The New Downtown Library_ to what makes a library “contextual” — and I address just how slippery that term can be.
23. This sentence was amended after publication to note the multiple motives of implementing the bookBot storage and retrieval system; its compact storage allowed the library to reintegrate some collections that were formerly stored off-site. The library has also developed a Virtual Browse catalog system, which aims to promote virtual discovery that isn’t possible in the physical stacks.
24. According to a late 2013 web-based survey of libraries, 41 percent of respondents provide maker-spaces or maker activities in their libraries, and 36 percent plan to create such spaces in the near future. Most maker-spaces, 51 percent, are in public libraries; 36 percent are in academic libraries; and 9 percent are in school libraries. And among the most popular technologies or technological processes supported in those spaces are computer workstations (67 percent), 3D printers (46 percent), photo editing (45 percent), video editing (43 percent), computer programming/software (39 percent). 33 oercent accommodated digital music recording; 31 percent accommodated 3D modeling, and 30 percent featured work with Arduino and Raspberry Pi circuit boards (Gary Price, “[Results From ‘Makerspaces in Libraries’ Study Released](http://www.infodocket.com/2013/12/16/results-of-makerspaces-in-libraries-study-released/),” _Library Journal_ (December 16, 2013). See also James Mitchell, “[Beyond the Maker Space](http://lj.libraryjournal.com/2014/05/opinion/backtalk/beyond-the-maker-space-backtalk/),” _Library Journal_ (May 27, 2014).
25. Anne Balsamo, “[Videos and Frameworks for ‘Tinkering’ in a Digital Age](http://spotlight.macfound.org/blog/entry/anne-balsamo-tinkering-videos/),” Spotlight on Digital Media and Learning (January 30, 2009).
26. This sentence was amended after publication to note that the Apple Technology Showcase was named after former NCSU faculty member Dr. J. Lawrence Apple and his wife, Ella Apple; in an email to the author, library director Carolyn Argentati wrote that the corporate pun was intentional.
27. Emily Badger, “[Why Libraries Should Be the Next Great Start-Up Incubators](http://www.citylab.com/work/2013/02/why-libraries-should-be-next-great-startup-incubators/4733/),” _Atlantic Cities_ (February 19, 2003).
28. Stephen Abram in _Library 2020_ : 46; Courtney Greene in _Library 2020_ : 51.
29. See my “[Resonant Texts: Sounds of the Contemporary American Public Library](http://www.wordsinspace.net/publications/Mattern_Senses%20and%20Society.pdf),” _The Senses & Society_ 2:3 (Fall 2007): 277-302.
30. See David Harvey, _A Brief History of Neoliberalism_ (New York: Oxford University Press, 2005).
31. Zadie Smith, “[The North West London Blues](http://www.nybooks.com/blogs/nyrblog/2012/jun/02/north-west-london-blues/),” _New York Review of Books_ Blog (June 2, 2012).
32. Barbara Fister, “Some Assumptions About Libraries,” Inside Higher Ed (January 2, 2014).
###### __Cite
Shannon Mattern, "Library as Infrastructure," _Places Journal_ , June 2014.
Accessed 09 Jun 2019.