digitization in Mars & Medak 2017
cent collaborations include a number of activities around the Public Library
project, including HAIP festival (Ljubljana, 2012), exhibitions in
Württembergischer Kunstverein (Stuttgart, 2014) and Galerija Nova (Zagreb,
2015), as well as coordinated digitization projects Written-off (2015), Digital
Archive of Praxis and the Korčula Summer School (2016), and Catalogue of
Liberated Books (2013) (in Monoskop, 2016b).
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CHAPTER 12
Ana Kuzmanic is an artist based in Zagreb and Associate Professor at the
Fac
‘preserve’ them only for as long as they pay extortionate
subscriptions. The Public Library project fills in the space that remains denied to
real-world public libraries by building tools for organizing and sharing electronic
libraries, creating digitization workflows and making books available online.
Obviously, we are not alone in this effort. There are many other platforms, public
and hidden, that help people to share books. And the practice of sharing is massive.
PJ & AK: The Public Library project (
digitization in Mars, Medak & Sekulic 2016
the form of Internet platforms
that simultaneously enabled old owners of
goods to control more closely their accessibility and permited new owners to seek out
new forms of commercial exploitation. Take
for example Google Books, where the process of digitization of the entire printed culture of the world resulted in no more than
ad and retail space where only few books
can be accessed for free. Or Amazon Kinde,
where the owner of the platform has such
dramatic control over books that on behest
of copyright h
digitization in Graziano, Mars & Medak 2019
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 exper
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
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