digitization in Barok 2014
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
terance 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
digitization in Graziano, Mars & Medak 2019
tems 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 democ
us, 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—n
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