Tag Archives: hypertext

Mixed Media Creative Critical Essay Draft

This essay (draft) uses applied knowing (knowing through doing) to demonstrate the network literacy I have acquired throughout the RMIT University course Network Media.

I will then talk about the repercussions that the radically changing cycle of media as we know it will have on my role as a professional media-maker and influencer.

I believe the key components to participating as a peer in the network are:

Readings 05: Landow

Reading 05.1

This week’s readings is a series of extracts from Landow’s book Hypertext 3.0: Critical Theory and New Media in an Era of Globalization. 

Landow explains that hypertextuality occurs within blogs in two main ways: firstly by “[linking] chronologically distant individual entries to each other” to create context, and secondly by the comment function.

My key takeaways from the Landow reading is all about the agency of ‘readers’ in hypertext systems. They are no longer just passive consumers, but now serve dual purpose as both readers and authors themselves.

Landow also talks about the difference between blogs and personal diaries – a comparison which I find irrelevant. As Adrian has reminded us in the lectures, all our notions of the public and private are currently being rewritten by us, and the platforms we are using. I think blogs are best used when appropriated by the user in exactly the way they want. For example, a beauty blogger who posts product reviews and so on is using the blog as a platform which expresses their intentions best. Similarly, an academic with a blog can use it to collate their research and to postulate further discussions with their peers. One must (obviously) be wary of privacy online, and abandon our assumptions that anything online isn’t 100% public. But if a user wanted to utilise their blog in exactly the same way as they would use a personal diary, good on them in my opinion! Use away. You do you, and I’ll do me.

I liked the section of Landow’s chapter which talked over the role of beginnings and endings in hypertext systems. One side of the argument says that we can assume hypertext isn’t completely absent of linearity and sequence, and instead “possesses multiple sequences” (p.110). Opponents say that every hypertext system has to have a fixed entry point which you arrive at before the system of links begin. 

Landow draws attention to an interesting point which Ong makes in Orality and Literacy, that books, unlike their authors, cannot really be challenged:

The author might be challenged if only he or she could be reached…There is no way to refute a text. After absolutely total and devastating refutation, it says exactly the same thing as before… A text stating that the whole world knows is false will state falsehood forever, so long as the text exists.” (p.79)

However, I think this is quite different in online networks. Websites and blogs are so easily edited and republished, seemingly erasing any past information which has been put out there. Yes, the previous records are still stored somewhere in cyberspace, but I certainly don’t know where! The transient nature of online is something I certainly take for granted. I think it’s been built into my generation of ‘digital natives’ to expect this kind of change so frequently, that acceptance and adjustment is the only way to survive. Facebook is a perfect example of a platform which constantly reinvents itself (aesthetically), which proves my above point.

What does this mean for hypertext? Will linkages online get lost? Will we potentially keep running into ‘Page Not Found’ error messages as the online web continues to shape shift and change? What will happen to whole systems when the nodes that keep the links alive also disappear?

Symposium 05: Network Literacy and Hypertext

Leftover Symposium 04 questions:

  1. Should network literacy be focused on in earlier education?

    • Can it be taught formally? 
      • Yes absolutely, and it should be. Some parts of it are already in practice, but not enough. Arduino is a service which is being used in school to teach children about how to make computers that can sense and control more of the physical world than the average desktop computer.
      • To some extent, you graduate from school being quite disempowered from networks because things have consistently been gatekept for you.
    • What do you think the solution is? Should we let kids teach themselves through doing?
      • Adrian believes the only way you ever learn anything is through doing, and I agree with him. I have, and always will be, a kinaesthetic learner.
      • Kids teach themselves how to do things. The issue is facilitating this in a way that they learn the how and why of things instead of the didactic ‘do this’ and ‘do that’.
      • School systems often take out the ability to think critically, as the architecture of school education is all tailored towards passing exams and getting good scores on essays and projects. You get trained to think that bell curves are natural order, but really they’re an educational ideology/construction. It’s been shown that information retention rates drop off exponentially after this type of learning, so it’s not necessarily a valuable method.

“We unlearn how to ask good questions. Problem with that in an age of distributed expertise, is that if you can’t ask good questions, you can’t find good answers. That’s the world we’re going into. Things are not black and white, it’s very grey and the skills you need to navigate this world are different.” – Adrian Miles

Symposium 05 questions:

  1. How is hypertext relevant to us as media practitioners?

    • Adrian says, how is it not? We deal with structures like that on almost all of our internet usage – such as YouTube (clicking from one video to another), Buzzfeed, news websites, Twitter, etc.
    • Elliott tells us of dual screening mentality which is a rising concern in the media industries, which says: ‘okay, we get your idea, but what’s the second screen going to be showing?’ As in, how are you going to utilise the network affordances by doing more? i.e. online webisodes, podcasts, building communities online, etc. Heritage media are doing this, but only slowly. They use it to shore up their existing model, as opposed to drastically changing it. They think ‘more is better’.
    • There’s a big gap, an opening to step in and properly use non-linear structures in storytelling. Adrian thinks that this is a waste that this isn’t working yet.
    • When moving into digital, content became highly granular (small chunks), and it becomes about the relationship between each other. Temporary relationships. This is how things get meaning, with the infinite multiple relationships between the parts. How we make stuff then had to change, because the end now doesn’t matter. And now the reader/audience power dynamic changes as well. Hypertext realised this.

  2. What predictions about network literacy should we be aware of?

    • Those who are network literate will engage with technology and come out on top better.
    • Media industries are changing drastically. However, history is not linear so we don’t know what’s going to happen, it’s a series of accidents.
    • Things to be aware of:
      • Physicality of the network – servers, infrastructure
      • Legal battles which may restrict or create affordances
      • Political battles, legislation, copyright.

  3. What are the consequences of being network illiterate?

    • You will have a reduced capacity to engage or develop appropriate strategies to engage.
    • Your only ability to understand will be through someone else – you will be dependent on them telling you what it means.  Think about what could this mean for creativity; corruption?