For the past few hundred years, Western cultures have relied on
print. When writing was accomplished by a quill pen, inkpot, and
paper, it was easy to imagine that writing was nothing more than a
means by which writers could transfer their thoughts to readers.
The proliferation of technical media in the latter half of the
twentieth century has revealed that the relationship between writer
and reader is not so simple. From telegraphs and typewriters to
wire recorders and a sweeping array of digital computing devices,
the complexities of communications technology have made mediality a
central concern of the twenty-first century. Despite the attention
given to the development of the media landscape, relatively little
is being done in our academic institutions to adjust. In
Comparative Textual Media, editors N. Katherine Hayles and Jessica
Pressman bring together an impressive range of essays from leading
scholars to address the issue, among them Matthew Kirschenbaum on
archiving in the digital era, Patricia Crain on the connection
between a child’s formation of self and the possession of a book,
and Mark Marino exploring how to read a digital text not for
content but for traces of its underlying code. Primarily arguing
for seeing print as a medium along with the scroll, electronic
literature, and computer games, this volume examines the potential
transformations if academic departments embraced a media framework.
Ultimately, Comparative Textual Media offers new insights that
allow us to understand more deeply the implications of the choices
we, and our institutions, are making. Contributors: Stephanie
Boluk, Vassar College; Jessica Brantley, Yale U; Patricia Crain,
NYU; Adriana de Souza e Silva, North Carolina State U; Johanna
Drucker, UCLA; Thomas Fulton, Rutgers U; Lisa Gitelman, New York 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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