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Some part of that naïveté arises from the indication that we have not yet found the net-native structure that will be as flexible and inviting to individual readers as the codex has been. The absence that the “e-book” highlights is not the means of moving from imprinting ink on paper to arranging pixels on screens, but the means of organizing and presenting digital texts in a structural sense, in a way that produces the greatest possible readerly and writerly engagement, that enables both the intensive development of an idea within the bounds of the electronic text and the extensive situation of that idea within a network of other such ideas and texts. Developing this format is of vital importance, not simply because the pleasure it can produce for readers will facilitate its adoption, but because it promises to have a dramatic impact on a wide range of our interactions with texts. As Roger Chartier has argued,

If texts are emancipated from the form that has conveyed them since the first centuries of the Christian era — the codex, the book composed of signatures from which all printed objects with which we are familiar derive — by the same token all intellectual technologies and all operations working to produce meaning become similarly modified.... When it passes from the codex to the monitor screen the ‘same’ text is no longer truly the same because the new formal mechanisms that deliver it to the reader modify the conditions of its reception and its comprehension (48-49).

Those conditions of reception and comprehension, and the intellectual technologies that will be put to use in the production of further, future texts, are the true stakes of imagining new structures within which new kinds of digital texts can be published.

Hypertext is one of the few modes of radical experiment in textual form to which the digital has thus far given birth. This networked data structure, the invention of which is generally credited to Ted Nelson and Douglas Englebart, created the possibility of dramatically reorganizing text in net-native ways, de-linearizing and interlinking the text both within its own boundaries and in relation to other such texts. Numerous literary authors and critics saw the future in early hypertext publishing, envisioning a means of creating a new, more active relationship between the reader and the text. On the one hand, such thinkers pointed out the ways that hypertext’s technologies succeeded in making manifest what had always been latent in the reader’s encounter with print: “Hypertext only more consciously than other texts implicates the reader in writing at least its sequences by her choices” (Joyce 131).[5] In this, hypertext became the fulfillment of the ideal form of the codex. On the other hand, however, hypertext also promised a radical restructuring of worldview, of “intellectual technologies,” as Chartier suggests, by lending its readers a new set of metaphors through which to build a whole new epistemology. Thus, J. David Bolter suggested early on that hypertext’s structure might affect not just the ways we understand texts, but the ways we understand the world in its entirety:

There is nothing in an electronic book that quite corresponds to the printed table of contents.... In this sense, the electronic book reflects a different natural world, in which relationships are multiple and evolving: there is no great chain of being in an electronic world-book. For that very reason, an electronic book is a better analogy for contemporary views of nature, since nature today is often not regarded as a hierarchy, but rather as a network of interdependent species and systems (105).


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In leaving behind the codex, in eliminating the “great chain of being” enforced by the book, such critics suggested, hypertext would enable a new enlightenment to dawn, resulting in, among other things, the leveling of the previously hierarchical relationship between author and reader, elevating the reader to full participation in the production of the text’s meaning.

Posted by Kathleen Fitzpatrick on October 11, 2007
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Total comments on this page: 3

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timothywmurray on paragraph 6:

I am with you on everything so far except for this. I completely agree that a new for will be transformative. But never because it elevates the reader to a place where the reader is required to create the meaning of the text. Make it easy for the reader to understand the text not harder. As teachers we all want our readers to actively engage us. The reality is that we are lucky if we on the only screen they are reading from at any given time, let alone in the only window they are reading. Conceptually I recognize that what is desired is a better way to convey the context of the piece of text being presented to the audience. And the simultaneous desire to let the audience define what is relevant as context. But we will rarely succeed in gaining attention if we make the audience put down their coffee, and close the twitter window. We need a platform that conveys context effortlessly and intuitively. Not “full participation” rather the ability to be meaningful in sporadic and burstable attention.

October 18, 2007 5:19 pm

I’m not sure we’re actually in disagreement here, if I’m reading you correctly; this paragraph is actually meant to be citing what I read as a species of utopian thinking on the part of early hypertext critics…

October 18, 2007 5:23 pm
Sherman Dorn on paragraph 1:

Are you sure that people are as trapped in “the codex” as you claim? My guess is that most professionals spend far less working time with bound books than with other formats for written matter. We read e-mail, circulate memos, print drafts, read drafts, print and read loose-leaf PDFs, put together or read 3-ring binders of materials. etc. And that’s not even counting Death by PowerPoint!

November 8, 2007 1:53 pm
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