Summary. We propose that the Mellon Committee fund a small (two half days) workshop on hypermedia studies. This workshop will be used to further a growing initiative to incorporate more formal studies of hypermedia, the World-Wide Web, and the Internet as the relate to teaching, learning, and research in the liberal arts. The workshop will include approximately ten faculty members from various divisions as well as approximately six staff members from computing services, the library, and the writing laboratory.
Narrative. The World-Wide Web has brought hypermedia to the masses and, in the process, is beginning to change the ways in which we teach, learn, write, think, and communicate. Through the Mellon grant and other initiatives, Grinnell is working to change the teaching and curriculum development cultures to better incorporate hypermedia and other related technologies. However, we must do more than just integrate it, Grinnell should strive to become a leader in critical study of hypermedia, the World-Wide Web, and related technologies.
In order to successfully integrate technology into the curriculum, we must not just use technology, but also study it. Hypermedia, by permitting many "paths" through the same materials and by providing more opportunities for the reader to choose her own paths, can change the way we read, write, and organize information. As such, hypermedia is a particularly important discipline which is affecting not just pedagogy, but also literary theory, philosophy, and many other disciplines. One classic text in the discipline, Hypermedia and Literary Studies, includes chapters relating to biblical studies, classics, poetry, theatre, and Chinese studies.
Many pundits are treating hypermedia, particularly in the form of the World-Wide Web, as the source of a major revolution in teaching and learning. Some are going so far as to suggest that the web will become the primary teaching tool. While such a revolution is unlikely (consider similar promises for radio and television), it is likely that the web or its successor will become an important medium for supporting education. It is important that skilled educators, like those on the Grinnell faculty, find ways to make hypermedia a successful support tool and not just another empty promise.
At the same time, it is important to understand that hypermedia is not a new concept, even though many pundits view it as such. If one views hypermedia as a way of representing information as small nodes or chunks with multiple links, then there are many classic texts that have a similar structure. To many, the Talmud is a form of hypertext. Certainly, academic works often have a hypertextual structure based on citations, footnotes, and cross-references. Even if one considers only modern hypertext systems, the seminal paper on modern hypertext appeared in 1945 (Vannevar Bush's "As We May Think"). Successful understanding and use of hypertext requires some understanding of not just this historical component and but also hypertext's relation to traditional methods of structuring information.
The Workshop. If Grinnell is to become a leader in hypermedia studies and successful in integrating technology in pedagogy, we must begin by educating ourselves about the current state of the discipline and reflect on how the discipline relates to our own fields of study and pedagogical strategies. We propose to begin with a short (two half-day) workshop on August 3rd and 4th. In this workshop, we will reflect on selected readings from the discipline, discuss our own experiences and perspectives, and begin planning ways to incorporate more formal studies of hypermedia in our own work.
The workshop would involve reading assignments and discussion on the history and critical study of hypermedia, study of courses that examine hypermedia critically or apply hypermedia creatively for teaching purposes, and generation of ideas for course development and programs to encourage the critical study of hypermedia in the liberal arts context at Grinnell. We expect the workshop to lead to Mellon- or Culpeper-funded course development proposals in the area of hypermedia. Resulting courses might ultimately contribute to a greater institutional understanding of and focus on the critical study and use of hypermedia.
Related Issues. While hypermedia studies bears some relation to an existing concentration, technology studies, it is important to differentiate hypermedia from technology studies for a number of reasons. First, hypermedia is a much narrower field than the broad range of technologies studied within the concentration. Both broad study across technologies and in-depth study of a particular technology have their own roles within the Grinnell curriculum. Second, when studying hypermedia, it seems that the technology (how hypertext systems are build or operate) is much less important than the effects of that technology. While this is true of many technologies, it seems particularly true for hypermedia. The wide faculty interest in this workshop (with many from disciplines, such as theatre and art, not reflected in the technology studies curriculum) suggests that by deemphasizing technology and concentrating on this particular domain we also open it to a wider variety of perspectives.
It has also been suggested that Grinnell consider film studies as a potential concentration. While film studies is a form of media studies, the emphasis on hypermedia studies is typically more on the nonlinear structure, and less on the particular media.
Participants. In a call for participation issued in late June, nine faculty members committed to participating in the workshop. These faculty are: Vicki Bently-Condit, Anthropology; Tony Crowley, Art, Sandy Goldberg, Philosophy; Pip Gordon, Theatre; Jean Ketter, Education; Marci Sortor, History; Susan Strauber, Art; M. Dale Streigle, Biology; and Royce Wolf, Mathematics. Four members of the library staff have also expressed interest: Gail Bonath, Leslie Czechowski, Rebecca Stuhr, and David Weaver. Judy Hunter of the writing lab has also asked to participate. In initial planning discussions in May, Sam Rebelsky of Mathematics and Computer Science indicated that he would coordinate the workshop and Bill Francis of Computing Services indicated that he would help facilitate the workshop. While this will be a large group, it still appears to be of a manageable size.
Three faculty and staff members have not yet finalized their August schedules, but indicated that there is a good chance that they will participate. They are: Sig Barber, German; Minna Mahlab, Science and Mathematics Learning Center; and Tyler Roberts, Religious Studies.
This is a busy summer and not all interested faculty are able to participate. Approximately ten other faculty and staff members indicated a strong interest in the topic, but cannot participate this summer. Some of these prospective participants suggested a followup weekend workshop in the fall. Many have also asked that the readings from the workshop be placed on reserve in the library.
It is likely that our primary text will be Hypertext 2.0: The Convergence of Contemporary Critical Theory and Technology by George P. Landow. This text provides a modern overview of both technological and literary issues in hypermedia.
We will use a number of readings from Hypermedia and Literary Studies edited by Paul Delany and George P. Landow. In this case, we will target particular articles to particular faculty members (e.g., a faculty member in Theatre might be assigned to read the article titled "The Shakespeare Project").
The first two chapters of Jakob Nielsen's Multimedia and Hypertext: The Internet and Beyond provide appropriate background on the history of hypermedia.
A section of Cyberarts: Exploring Art and Technology, edited by Linda Jacobson, will provide background on artistic aspects of hypermedia studies.
Given the limited time before the workshop, it is unlikely that all participants will be able to read all the materials in advance. However, we expect that the materials will provide resources for further work and discussion.
Additional Readings.
There are a number of additional readings that will be made available to better inform our discussions. These include
Aarseth, Espen J. (1997). Cybertext: Perspectives on Ergodic Literature. Baltimore, Maryland: The Johns Hopkins University Press.
Barrett, Edward, editor (1989). The Society of Text: Hypertext, Hypermedia, and the Social Construction of Information. Cambridge, MA: The MIT Press.
Bolter, Jay David (1991). Writing Space: The Computer, Hypertext, and the History of Writing. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
O'Reilly & Associates, editors (1997). The Harvard Conference on the internet and Society. Cambridge, MA: Harvard University Press.
I am also hoping to obtain copies of a number of other key texts in hypermedia studies. These include
Nelson, Theodor Holm (1993). Literary Machines.
Horn, Robert. Mapping Hypertext. Lexington Institute Press.
Joyce, Michael. Of Two Minds: Hypertext Pedagogy and Poetics. University of Michigan Press.
It may also be useful to have a variety of hypertexts for continuing study. Eastgate systems (www.eastgate.com) appears to be an appropriate source for such texts. Ones that appear particular useful are:
Jackson, Shelley. Patchwork Girl. A hypertext fiction based, in part, on Mary Shelley's Frankenstein.
Joyce, Michael. afternoon: a story. A classic of hypertext fiction.
Kolb, David. Socrates in the Labyrinth: Hypertext, Argument, Philosophy. A nonfiction hypertext on philosophy and hypertext.
Landow, George, compiler and editor. The Dickens Web. A nonfiction hypertext intended as a resource for research on Charles Dickens.
Moulthrop, Stuart. Victory Garden. Another hypertext fiction.
Budget.