By N. Katherine Hayles

For the earlier few hundred years, Western cultures have depended on print. whilst writing used to be complete by way of a quill pen, inkpot, and paper, it was once effortless to visualize that writing was once not anything greater than a way in which writers may move their suggestions to readers. The proliferation of technical media within the latter 1/2 the 20 th century has printed that the connection among author and reader isn't really so basic. From telegraphs and typewriters to cord recorders and a sweeping array of electronic computing units, the complexities of communications know-how have made mediality a imperative main issue of the twenty-first century.

Despite the eye given to the advance of the media panorama, particularly little is being performed in our instructional associations to regulate. In Comparative Textual Media, editors N. Katherine Hayles and Jessica Pressman compile a magnificent diversity of essays from top students to deal with the problem, between them Matthew Kirschenbaum on archiving within the electronic period, Patricia Crain at the connection among a child’s formation of self and the ownership of a ebook, and Mark Marino exploring find out how to learn a electronic textual content now not for content material yet for strains of its underlying code.

Primarily arguing for seeing print as a medium in addition to the scroll, digital literature, and computing device video games, this quantity examines the capability alterations if educational departments embraced a media framework. eventually, Comparative Textual Media deals new insights that permit us to appreciate extra deeply the consequences of the alternatives we, and our associations, are making.

Contributors: Stephanie Boluk, Vassar university; Jessica Brantley, Yale U; Patricia Crain, NYU; Adriana de Souza e Silva, North Carolina country U; Johanna Drucker, UCLA; Thomas Fulton, Rutgers U; Lisa Gitelman, ny U; William A. Johnson, Duke U; Matthew G. Kirschenbaum, U of Maryland; Patrick LeMieux; Mark C. Marino, U of Southern California; Rita Raley, U of California, Santa Barbara; John David Zuern, U of Hawai‘i at Mānoa.

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The richness of her reading and the beautiful complexity of the object itself strongly witness to the importance of medieval media in developing fully adequate media theories and practices. Thomas Fulton’s “Gilded Monuments: Shakespeare’s Sonnets, Donne’s Letters, and the Mediated Text” not only reminds us that the “print revolution” stretched over centuries but also that print coexisted with other media practices well into the seventeenth century, including manuscript letters. Indeed, print continued to carry somewhat of a stigma for such authors as Shakespeare and Donne; when their works were printed, they were often pirated editions from which the author made no money and over which he had no control (the famous example being the “bad quarto” of Hamlet).

The first is Clickscape (1998), a work of “clickable public space” with projections on two buildings on either side of the Danube in Linz; in this instance, remote participants were invited to transmit messages for display, and 10 on-site visitors were made aware of their (tele)presence. Around the same time, Hans Muller, in collaboration with Zwarts/Jansma Architecten, installed Internettunnel in the Leidschenveen Tunnel, an electronic display to which people were invited to contribute 11 messages via a web interface.

2007. Reassembling the Social: An Introduction to Actor–Network Theory. Oxford: Oxford University Press. McCloud, Scott. 1994. Understanding Comics: The Invisible Art. New York: William Morrow Paperbacks. McLuhan, Marshall. 1964. Understanding Media: Extensions of Man. New York: Mentor. Meillassoux, Quentin. 2010. After Finitude: An Essay on the Necessity of Contingency. London: Continuum. Moretti, Franco. 2007. Graphs, Maps, Trees: Abstract Models for Literary History. London: Verso. Pickering, Andrew.

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