twine

In this panel moderated by Lai-Tze Fan, we examine Twine at ten, exploring the ongoing influence of this hypertext platform on pedagogy, play, and literature: 

What We Talk About When We Talk About Twine (Moulthrop) - Creating digital stories and games involves many cultural registers. Just as important is the unmapped, semi-formal culture that underlies communal, open-source software. In the case of Twine, this can involve distinctions among versions of the core software, associated scripting languages, and "story formats." Learning this buried lore can reveal a technologized "artworld," in Howard Becker's term, and raises questions of hierarchy, value, and the nature of creative work in what is essentially a gift economy – questions that may ultimately apply to any form of art. 

Twine at 10: Reflections on Pandemic Storytelling (Salter) - Hypertext and games platform Twine recently marked its ten year anniversary, complete with a celebratory game jam. Twine’s affordances as a web-driven, open source tool drive its renewed significance as a platform for rapid response storytelling, enabling users to build playful, poignant responses to the many challenges of 2020 as exemplified by Mark Sample’s 10 Lost Boys; Cait Kirby’s September 7, 2020; and Adi Robbertson’s You Have to Ban the President. 

Twine, The EpistoLab (Laiola) - A frustrating element of teaching with Twine is the platform’s limitations with real-time collaboration across devices. Before COVID, when the classroom could operate as a lab, this limitation could be solved by students gathering around a single machine. But when shared machinery and gathering becomes impossible, Twine offers another model--“the epistolab.” The epistolab follows an epistolary model of collaborative work, dispersing colLABoration across times and spaces, and prompting a reevaluation of the roles that simultaneity and liveness play in collaboratory, pedagogical work. 

Twine as Literature, Not Literacy, in the Program(ming) Era (Milligan) - In the 21st century digital humanities, “digital literacy” has seemingly become the humanistic endgame for how we conceptualize, rationalize, and advertise the skillsets we impart; In e-lit, Twine as well is often presented to students in these terms. As the potential shortcomings of literacy as sole pedagogical outcome, however, become increasingly clearer (for instance -- as we reckon with its limitations to prevent insurgency-through-misinformation in the US), I propose another way to teach Twine and its promise of digital storytelling differently: through a model, based on the creative writing workshop, that highlights the literature and literary possibilities of Twine. 

The panel will conclude with an open discussion of Twine’s future as a platform

For individuals who have suffered from abuse, working with hyperlink texts can, but does not necessarily, provide an opportunity to unpack trauma and experience catharsis. As a disclaimer, this should only be done with the support of a counselor as this sort of writing can also result in becoming retraumatized. “Thin Spaces” is a hyperlink text that introduces interactors to a narrator reliving her experiences of being in an abusive marriage and her subsequent PTSD. Through presenting this autobiographical IDN, the hope is to shed light on abuse cycles and demonstrate one way that they can be broken. “Thin Spaces” weaves through two timelines: a personal timeline of key moments surrounding the abuse and a genealogical timeline consisting of historical documents and family stories of the narrator’s ancestors. The blending of personal experience and genealogy shows that abuse can span generations. The initial framework of the story forms a cycle that culminates in a therapy session. This lexia’s single hyperlink takes readers back to an earlier lexia in the story. This earlier lexia maintains its initial hyperlinks but introduces a new option to break the cycle using an italicized sentence offset from the rest of the text. The strand of lexia proceeding from this new hyperlink moves interactors through the aftermath of the narrator’s divorce, culminating in the hope that survival is possible. Like PTSD, some options in the new lexia–with inverse colors from the initial cycle–cause the reader to re-experience the traumatic episodes of the piece and require them to make the conscious decision to either hit the previous screen arrow within Twine to exit that phase quickly or work through the abusive sections again to find their way back out of the abuse. Being given this choice ties to the aftermath of trauma in which some PTSD episodes can be resolved quickly through deep breathing, self-talk, or somatic strategies while other episodes resist these tactics and take longer to escape. The interactor must be cognizant of the strategy of clicking the previous screen arrow in order to avoid lapsing back into a more lengthy process of sifting through abusive flashbacks, which parallels abuse survivors needing to have the wherewithal to employ the strategies they learn in order to avoid more serious flashbacks or PTSD episodes. At its conclusion, “Thin Spaces” shifts to the narrator being in a healthier place, though still using coping mechanisms to deal with the effects of the trauma. The piece allows readers the choice to exit with the call of the common loon, a calming sound to soothe the interactor after this experience. With this presentation, the audience will have access to “Thin Spaces” and see how the author’s writing process during the Pandemic unfolded, including choices in structure and color as well as the personal experience of writing autobiographically about trauma while quarantining.