born-digital

Description (in English)

The interdisciplinary Science Data Center for Literature (SDC4Lit) reflects on the demands that net literature and born-digital archival material place on archiving, research and reading. The main goal is to implement appropriate solutions for a sustainable data lifecycle for the archive and for research purposes, which include introductory uses at university and school level. The focus is on the establishment of distributed long-term repositories for net literature and born-digital archival material and the development of a research platform. The repositories will be regularly expanded by the project and its cooperation partners and will form a hub for harvesting various forms of net literature in the future operation of SDC4Lit. The research platform will offer the possibility of computer-assisted work with the archived material. Since such a repository structure, which integrates collecting, archiving, and analysis, can only be accomplished through interdisciplinary collaboration, the project brings together partners with expertise in the subfields of archives, supercomputing, natural language processing, and digital humanities: The German Literature Archive (Deutsches Literaturarchiv) with a focus on archiving and preservation; the High Performance Computing Center Stuttgart (HLRS) with a focus on computing; the Institute for Natural Language Processing and the Institute for Literary Studies at the University of Stuttgart with a focus on NLP, cultural and literary history and digital humanities. 

An important task of the project is the modeling of net literature and born-digital literature, which will initially be carried out in an example-oriented manner in dealing with an already existing corpus of net literature and exampes from the large born-digital collection at DLA. Underlying research on both technical and poetological challenges of digital, non-digital, and post-digital literature, e.g. on questions of genre or on computational approaches towards net literature and literary blogs as digital and networked objects. 

In addition to digital objects and corresponding metadata, the accruing research data are also stored in a sustainable manner. Research data includes, first, research data generated in the course of the project's work, especially data used by regular services on the platform such as named entity recognition trained with data from the archived material. Secondly, the repository should offer the possibility to store research data generated by users of the research platform in a structured way and to make it available for further research. The connection of archival repository, research platform and research data repository follows standard research data management practices (FAIR principles) and works toward the goal to support a sustainable research data lifecycle for archivists and researchers working with electronic literature (on the web) and born-digital literature archived at the DLA archive and potential future cooperating institutions.

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Description (in English)

Video art installation critical of the precarious, racialised, and gendered labour going on through the internet, or born-digital.

Pull Quotes

"- What are the benefits of presenting yourself as a male freelancer?

- I work in academia, I am no stranger to the wage gap and heteronormativity in our society. I am sure that women make less than their male counterparts for the same work and I am also Latin American. Being a Latino woman makes me more prone to receiving less for the same hard work

...

I have seen a difference between presenting oneself as a man in contrast with my daughter who presents herself as a woman: she does the same work and gets hired significantly less. She also has to use milder language and say 'please' and 'sorry' a lot more or she would come across as too bossy and difficult to work with." (Worker 1)

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Multimedia
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Contributors note

Giardina Papa portrays workers who offer digital micro-services, fetish work or emotional support online, and gives them a voice. In Technologies of Care, we meet seven digital workers: an ASMR (Autonomous Sensory Meridian Response) artist, a virtual boyfriend, an online dating coach, a storyteller and video performer, a social media fan, a scientist working simultaneously as fingernail designer, and a customer service representative. Papa has found these freelancers in Brazil, Greece, the Philippines, Venezuela and the USA, where they offer their services anonymously via online platforms, which make a profit from them. With the exception of the virtual boyfriend, all in- terviews are interpreted by female-sounding voices. While the transcripts read like ethnographic research texts, the interviews in the video function like chamber plays on unfettered digital neoliberalism. (IA)

Technologies of Care​ documents new ways in which service and affective labor are being outsourced via internet platforms, exploring topics such as empathy, precarity, and immaterial labor.The video visualizes the invisible workforce of online caregivers. The workers interviewed in "Technologies of Care" ​include an ASMR artist, an online dating coach, a fetish video performer and fairytale author, a social media fan-for-hire, a nail wrap designer, and a customer service operator. Based in Brazil, Greece, the Philippines, Venezuela, and the United States, they work as anonymous freelancers, connected via third-party companies to customers around the globe. Through a variety of websites and apps, they provide clients with customized goods and experiences, erotic stimulation, companionship, and emotional support.The stories collected in ​Technologies of Care include those of non-human caregivers as well. One of its seven episodes, ​Worker 7 - Bot? Virtual Boyfriend/Girlfriend​, documents the artist's three-month-long “affair” with an interactive chatbot.

Description (in English)

Aphiddd was inspired, rather fittingly, by another poem I wrote many years ago about a friendship that I felt had become dependent, even parasitic in nature, largely without me even noticing.

The work developed as if the older poem were the ‘host’, the plundered source material – which made for an interesting writing and editing process. 

The idea to use photo-scanned plants and materials as part of the work came from spending time outdoors during the autumn/winter months and seeing plants, leaves and barks deteriorating. The colours at times were spectacular and beautiful, despite the nature of what was happening.

(Source: http://thenewriver.us/aphiddd/)

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Screenshot from Aphiddd
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Screenshot from Aphiddd
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Screenshot from Aphiddd
Technical notes

Aphiddd is a browser-based digital poem that uses a series of photo scanned natural textures/shapes and animated texts to uncover the nature of a parasitic human connection. Aphiddd requires a contemporary web browser, a computer with a graphics card, and may take some time to download and unpack. Once loaded, use the mouse and your mouse’s scroll wheel (or the arrow keys on the keyboard and R+F to zoom in and out) to explore the poem. The poem is comprised of 3 sections. There is also an optional Android app version available.

By June Hovdenakk, 5 October, 2018
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All Rights reserved
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Abstract (in English)

In this paper, I share my experiences and some strategies developed while teaching my first E-lit course at a small urban liberal arts college. Mills College at that moment, had no campus digital curricular resource center for faculty or students and the English department’s approaches to digital humanities were, by necessity, hyper local and “small batch.” As the first E-lit course offered at Mills it was designed to be both an introduction to E-literature and criticism, and to literary critical practices and it was also to have a creative component that allowed students to develop their own born-digital projects. The course drew students from literature and creative writing majors and non literature majors and enrolled both graduates and undergraduates. It was an exuberant group who brought a tremendous range of skills to the table. Figuring out how to teach this cohort and this material was a creative-critical challenge of its own. E-lit as topic and medium invited me to think in new ways about my pedagogy. I had taught creative writing workshops (in poetry) and had some experience of the workshop model found in MFA programs -- though I felt it wasn’t a model that worked well. I had experience teaching literature and theory at both an advanced and beginning level and had found that often the best way to teach someone to write about literature was to have them try to write it first. For this course, I needed to come up with assignments and structures that helped students to develop as both literary critics and as creators of E-lit. Some of my students had deep technical backgrounds and skills; they could code and were familiar and comfortable with the technologies they might use to create E-lit projects. Others had almost no computer experience outside of facebook and email -- which meant that they needed help identifying technologies that they might use to build E-lit which they could learn to use within a short matter of time. Some of the students were fairly adept at academic writing/reading conventions or interpretive strategies, but most were not. Also, I was teaching in an institution that required a final “grade” and in a department that had specific learning goals in close-reading and thesis driven argument, and so I faced challenges regarding assessment. This presentation is designed to be helpful both to those who are thinking about how to design assignments in classes when teaching E-lit in spaces without structured institutional support and to teachers who want to think about pedagogical tools for E-lit, who might want to use or amend a couple of the assignments which I hope may be useful to others. I will share examples of student work for both of these assignments, and share what worked particularly well, and where I encountered challenges. I will end by asking a couple of questions about E-lit and pedagogy. I hope this presentation leads to a larger conversation about teaching practices for E-lit.

(Source: Author's Abstract)

Pull Quotes

Some of my students had deep technical backgrounds and skills; they could code and were familiar and comfortable with the technologies they might use to create E-lit projects. Others had almost no computer experience outside of facebook and email -- which meant that they needed help identifying technologies that they might use to build E-lit which they could learn to use within a short matter of time.