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digitization in Barok 2014

ctural items, ie. the author, publisher, place and year of publication, words in
title, and disciplines, does not at all revert this tendency, but rather extends it to
the web as well.
I do not intend to underestimate the value and benefits of library work, nor the
importance of discipline-centered writing or of the recognition of the oeuvre of
the author. But consider an author working on an article who in the early phase
of his research needs to prepare a bibliography on the activity of Fluxus in central Europe or on the use of documentary film in education. Such research cuts
through national boundaries and/or branches of disciplines and he is left to travel
not only to locate artefacts, protagonists and experts in the field but also to find
literature, which in turn makes even the mere process of compiling bibliography
relatively demanding and costly activity.
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In this sense, the digitization of publications and archival material, providing their
free online access and enabling fulltext search, in other words “open access”, catalyzes research across political-geographical and disciplinary configurations. Because while the index of the printed book contains only selected terms and for
the purposes of searching the index across several books the researcher has to have
them all at hand, the software-enabled search in digitized texts (with a good OCR)
works with the index of every single term in all of them.
This kind of research also obviously benefits from online translation tools, multilingual case bibliographies online, as well as second hand bookstores and small
specialized libraries that provide a corrective role to public ones, and whose “open
access” potential has been explored to the very small extent until now, but which
I won’t discuss here further for the la

gard to the research, writing, reading, and publishing.
Publishing
The analogy between information agencies and national libraries also points to
the fact that large portion of publications, particularly those created in software,
is electronic. However the exceptions are significant. They include works made,
typeset, illustrated and copied manually, such as manuscripts written on paper
or other media, by hand or using a typewriter or other mechanic means, and
other pre-digital techniques such as lithography, offset, etc., or various forms of
writing such as clay tablets, rolls, codices, in other words the history of print and
publishing in its striking variety, all of which provide authors and publishers with
heterogenous means of expression. Although this “segment” is today generally
perceived as artists’ books interesting primarily for collectors, the current process
of massive digitization has triggered the revival, comebacks, transformations and
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novel approaches to publishing. And it is these publications whose nature is closer
to the label ‘book’ rather than the automated electro-chemical version of the offset
lithography of digital files on acid-free paper.
Despite that it is remarkable to observe a view spreading among publishers that
books created in software are books with attributes we have known for ages. On
top of that there is a tendency to handle files such as PDFs, EPUBs, MOBIs and
others as if they are printed books, even subject to the rules of limited edition, a
consequence of what can be found in the rise of so called electronic libraries that
“borrow” PDF files and while someone reads one, other users are left to wait in
the line.
Whilst, from today’s point of view of the humanities research, mass-printed books
are in the first place archives

digitization in Graziano, Mars & Medak 2019

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

t 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 o

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