This is a quick note to myself, so I remember the best way to protect PDFs behind a password on a course blog. Joe Ugoretz highlights the problems with most methods, and then proposes the solution I’m using here: Ben Balter’s WP Document Revisions plugin. There are a few tricks involved to get WP Document Revisions up and running on a WordPress multisite installation. Here’s what works for me: Continue reading
On Saturday, April 18, I gave the following talk at Bard College, as part of Bard’s Experimental Humanities Mellon lecture series. Sorry if it doesn’t read as an “academic” talk. It’s written to be told.
I’m going to tell you a story today about zombies and the liberal arts. There are a lot of places I could begin—say, the huge number of classes in the humanities that focus on zombies, or the burgeoning field of zombie scholarship. But I’m going to take a more circuitous route, a kind of lurching, shambling path to connect the dots. The story begins in 2013. That’s the year the film adaptation of Max Brook’s World War Z came out. It’s the year The Last of Us became a bestselling game for the Sony Playstation. It’s also the year Pat McCrory, the North Carolina Governor—my home state governor—was a guest on Bill Bennett’s radio talk show to talk about his vision for the North Carolina public university system. Chapel Hill. NC State. UNC-Charlotte. McCrory told Bennett—who, if your memory goes back that far, was Reagan’s Secretary of Education, he told Bennett that “If you want to take gender studies that’s fine, go to a private school and take it. But I don’t want to subsidize that if that’s not going to get someone a job.”1 Continue reading
Kevin Kiley. “North Carolina Governor Joins Chorus of Republicans Critical of Liberal Arts.” Inside Higher Ed, January 30, 2013. https://www.insidehighered.com/news/2013/01/30/north-carolina-governor-joins-chorus-republicans-critical-liberal-arts.↩
I put “deep” in scare quotes but really, all three words should have quotes around them—”deep” “textual” “hacks”—because all three are contested, unstable terms. The workshop is hands-on, but I imagine we’ll have a chance to talk about the more theoretical concerns of hacking texts. The workshop is inspired by an assignment from my Hacking, Remixing, and Design class at Davidson, where I challenge students to create works of literary deformance that are complex, intense, connected, and shareable. (Hey, look, more contested terms! Or at the very least, ambiguous terms.)
- Taroko Gorge (2009) by Nick Montfort
What’s great about “Taroko Gorge” is how easy it is to hack. Dozens have done it, including me. All you need is a browser and a text editor. Nick never explicitly released the code of “Taroko Gorge” under a free software license, but it’s readily available to anyone who views the HTML source of the poem’s web page. Lean and elegantly coded, with self-evident algorithms and a clearly demarcated word list, the endless poem lends itself to reappropriation. Simply altering the word list (the paradigmatic axis) creates an entirely different randomly generated poem, while the underlying sentence structure (the syntagmatic axis) remains the same.
The next textual hack template we’ll work with is my own:
The final deformance is a web-based version of the popular @JustToSayBot:
And I have a challenge here: thanks to the 140-character limit of Twitter, the bot version of this poem is missing the middle verse. The web has no such limit, of course, so nothing is stopping workshop participants from adding the missing verse. Such a restorative act of hacking would be, in a sense, a de-deformance, that is, making my original deformance less deformative, more like the original.
Here is a list of more or less digitally-oriented sessions at the upcoming Modern Language Association convention. These sessions address digital culture, digital tools, and digital methodology, played out across the domains of research, pedagogy, and scholarly communication. If I’ve overlooked a session, let me know in the comments. You might also be interested in my short reflection on how the 2015 program stacks up against previous MLA programs. Continue reading
Since 2009 I’ve been compiling an annual list of more or less digitally-oriented sessions at the Modern Language Association convention. This is the list for 2015. These sessions address digital culture, digital tools, and digital methodology, played out across the domains of research, teaching, and scholarly communication. For the purposes of my annual lists I clump these varied approaches and objects of study into a single contested term, the digital humanities (DH).
DH sessions at the 2015 convention make up 7 percent of overall sessions, down from a 9 percent high last year. Here’s what the trend looks like over the past 6 MLA conventions (there was no convention in 2010, the year the conference switched from late December to early January): Continue reading
The Electronic Literature Organization’s annual conference was last week in Milwaukee. I hated to miss it, but I hated even more the idea of missing my kids’ last days of school here in Madrid, where we’ve been since January.
If I had been at the ELO conference, I’d have no doubt talked about bots. I thought I already said everything I had to say about these small autonomous programs that generate text and images on social media, but like a bot, I just can’t stop.
Here, then, is one more modest attempt to theorize bots—and by extension other forms of computational media. The tl;dr version is that there are two archetypes of bots: closed bots and green bots. And each of these archetypes comes with an array of associated characteristics that deepen our understanding of digital media. Continue reading
Five years ago in this space I attempted what I saw as a meaningful formulation of critical thinking—as opposed to the more vapid definitions you tend to come across in higher education. Critical thinking, I wrote, “stands in opposition to facile thinking. Critical thinking is difficult thinking. Critical thinking is being comfortable with difficulty.”
Two hallmarks of difficult thinking are imagining the world from multiple perspectives and wrestling with conflicting evidence about the world. Difficult thinking faces these ambiguities head-on and even preserves them, while facile thinking strives to eliminate complexity—both the complexity of different points of view and the complexity of inconvenient facts. Continue reading