Difference between revisions of "3 Survey of the field"

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<span style="color: red> This isn't done yet</span>
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The previous chapter, 02*Setting, provided an overview of the sites, projects, initial questions and format of this PhD submission, and serves as an introduction to this kappa. 
==Intro==
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In this chapter I will map the context and field for the contribution made by the research project. I will do this by delimiting a range of examples that identify the conditions of knowledge practices concerned with the politics of publishing at the intersection of contemporary art, radical education, and institutional analysis.  
This section provides a context for the contribution made by the research project as a whole. It does so by gathering a range of examples that are used to identify and delimit the general conditions of knowledge-practice with respect to the politics of publishing at the intersection of contemporary art, radical education and institutional analysis. The artistic examples and practices I will describe in the following operate post-representational, or in curator Nora Sternfeld's words they are "negotiating with reality".<ref name="Sternfeld negotiating" />
 
  
They are spread widely in terms of geography and history, and they are also drawn from a wide range of disciplinary frames. This wide field of sampling is informed by a commitment to work transversally and to not be bound by the protocols of one field alone – such as for example contemporary art or feminist organizational practices or radical education.
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The practices described below operate post-representationally, or in curator Nora Sternfeld's words, they are "negotiating with reality."<ref name="Sternfeld negotiating" /> They are widely spread in geographical and historical terms, and they draw on a wide range of disciplinary sources. This broad field of sampling stems from a commitment to working transversally, and to not be bound by the protocols of one field alone – be it contemporary art, feminist organizational practices, or radical education.
  
On closer inspection, the practices I discuss here, share two distinct features: They are discrete instances, where the dominant paradigms of publishing and the formation of knowledge have been in some way or another adjusted and they act as declared counter-political projects. In sampling these arguably disparate practices I did not start with explicit criteria, instead, through sampling, I arrived at explicit criteria that in turn helps me to name and delimit the context into which I am making a contribution.
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On closer inspection, the practices I discuss here share some distinct features. All are discrete instances in which the dominant paradigms of publishing and the formation of knowledges have, in one way or another, been adjusted, acting as counter-political projects. I did not start with explicit criteria to identify relevant examples. Rather, I worked my way backwards to arrive at criteria that would in turn aid me in naming and delimiting the field to which I am contributing.
 
 
All the practices described in the following interfere in distinct ways with notions of authorship, editorial processes, design, production, and distribution, as well as with practices of classifying, archiving and reading. Overall this communality ties them together into a broader act of contesting power structures. These examples are discussed in a broadly chronological sequence, however, it is not suggested that there is any developmental narrative here as such. Rather, these different examples provide a genealogy of concerns that help to locate the specific contribution of the current inquiry.
 
  
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The practices described in what follows interfere in distinct ways with notions of authorship, editorial processes, design, production, and distribution, as well as with methods of classifying, archiving, and reading. This affinity ties them together into a broader act of contesting power structures. I present the examples in a broadly chronological sequence. However, I do not wish to suggest that there is any developmental narrative here as such. Instead, these different practices provide a genealogy of concerns that help to locate the specific contribution of the current inquiry.
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=Setting up alternative infrastructures=
 
=Setting up alternative infrastructures=
  
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The beginning of artists and poets using the book format as an artistic medium has been traced back to Stéphane Mallarmé (1842–98) and William Blake (1757–1827) (Drucker 2004, 21) and to Russian Futurism, Dada, and Surrealism in the early 20th century. Yet it is the emergence of conceptual art in the 60s and 70s and its tendencies towards the "dematerialization the art object" (Lippard 1973) that shifted the focus from the precious and artistically crafted "livre d'artiste" to political questions of production, dissemination, and consumption of art more generally.
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==Early conceptual artist books: Setting up infrastructures of production and distribution (the 60s and 70s)==
 
==Early conceptual artist books: Setting up infrastructures of production and distribution (the 60s and 70s)==
  
While the beginning of artists and poets using the book format as an artistic medium can be traced back to Stephane Mallarme (1842 - 98), William Blake (1757–1827) <ref name="Drucker" />, to Russiam Futurism, Dada, and Surrealism I am interested in the period of the 60s and 70s, when a movement of conceptual artists publishing emerged. that shifted the interest from the precious and artistically crafted "livre artiste" to more political questions of production, dissemination, and consumption of art more generally. The avoidance of the aura of preciousness and uniqueness by using mass production techniques such as commercial litho printing could be seen as a criticism of the paradigms of the art market being built on uniqueness. In contrast to traditional art objects, “a book’s text is infinitely replicable, the number of copies that can be printed is theoretically limitless.”<ref name="Kostelanetz1" />
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Conceptual art criticized the paradigms of the art market by challenging the aura of preciousness and uniqueness of traditional art objects. In this respect, the qualities of the book are interesting, because "a book's text is infinitely replicable, the number of copies that can be printed is theoretically limitless." (Kostelanetz as cited in Lyons 1993, 13).
  
In the United States, for example, artists' books have been described as a means to circumvent established institutions and perhaps to a certain degree an attempt to reform the art system by: (1) the use of inexpensive printing and production methods allowed anyone to be a publisher, (2) alternative distribution networks were ‘aiding in the decentralization of the art system …’, (3) this form of art was portable and disposable and (4) these works were, or could be, ‘democratic objects’”.<ref name="Perrault1" /> <ref name="Baldessari"/>
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Early conceptual artists' books in the US have been characterized as a means to circumvent established institutional structures and perhaps, to a certain degree, as an attempt to reform the art system: "(1) the use of inexpensive printing and production methods allowed anyone to be a publisher, (2) alternative distribution networks were 'aiding in the decentralization of the art system …', (3) this form of art was portable and disposable and (4) these works were, or could be, 'democratic objects'" (Perrault 1973, 15–21).
  
Art theorist Lucy Lippard argues that the main reason the book has proved to be so attractive as an artistic medium has to do with the fact that artists’ books are ‘considered by many the easiest way out of the art world and into the heart of a broader audience’.<ref name="Lippard1" /> Lippard describes here the fundamental political potential of the artists' book as a conceptual and material means to question, intervene in and disturb existing practices and institutions.
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Asked why the book has proved to be so attractive as an artistic medium, art theorist Lucy Lippard (1993, 45) speculates that artists' books are "considered by many the easiest way out of the art world and into the heart of a broader audience." Lippard describes here the fundamental political potential of the artists' book as a conceptual and material means to question, intervene in, and disturb existing practices and institutions.
[[File:Art-Rite no14 page5.jpg|thumb|400px|link=http://wiki.evaweinmayr.com/images/a/a3/Art-Rite_no14_excerpt.pdf|Art-Rite Magazine #14, New York, winter 1976/77. Read the artists' responses to this call [http://wiki.evaweinmayr.com/images/a/a3/Art-Rite_no14_excerpt.pdf here].]]
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[[File:Art-Rite no14 page5.jpg|thumb|350px|link=http://wiki.evaweinmayr.com/images/a/a3/Art-Rite_no14_excerpt.pdf|<i>Art-Rite</i> magazine #14, New York, winter 1976/77. Read the artists' responses to this call [http://wiki.evaweinmayr.com/images/a/a3/Art-Rite_no14_excerpt.pdf here.].]]
The challenge was to set up production and distribution systems, that provided an alternative way to circulate the books without falling back to exclusionary market mechanisms of the art system. Investigating whether artists could set up independent systems of circulation the editors of Art-Rite magazine put out a call:
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The challenge was to set up production and distribution systems that provided an alternative way to make the books circulate without falling back on exclusionary market mechanisms of the prevailing status quo. Investigating how artists could set up independent systems of circulation in the mid-70s, the editors of <i>Art-Rite</i> magazine put out a call:
  
“Artists’ Books – We are investigating the possibilities of a publishing and distribution system for artists’ books. (This does not mean catalogs.) Do you have: a) already published books that we can distribute or sell on consignment? b) Completely planned, unpublished books with or without dummies? c) names of other artists who have either one? Let us know. Please send information to: PRINTED MATTER, 164 Mulberry St., NYC 10013.<ref name="PMcall" />
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::Artists' Books – We are investigating the possibilities of a publishing and distribution system for artists' books. (This does not mean catalogs.) Do you have: a) already published books that we can distribute or sell on consignment? b) Completely planned, unpublished books with or without dummies? c) names of other artists who have either one? Let us know. Please send information to PRINTED MATTER, 164 Mulberry St., NYC 10013. (<i>Art-Rite</i> 1975/76, 3).
  
Due to their perceived potential to subvert the (commercial, profit-driven) gallery system and to politicize artistic practice - artist books played an important part in the rise of independent art structures, claims Joan Lyon. She, for example, founded in 1971 the Visual Studies Workshop Press, at the Rochester based independent art school VSW, a press that published artists' books by students and staff likewise, as part of an educational process. <ref name="Lyons"/> Artists started to set up their own distribution infrastructures by founding independent artists' book shops, (some of them still thriving today, such as Printed Matter, New York and Art Metropole, Toronto)<ref name="shops" />, arguably in an attempt to counter the hegemonic art gallery market – to a certain extent. This disclaimer is necessary, as history has shown, that artists' books were always prone to be recaptured by the market and turned into a collectible.  <ref name="Ruscha" />
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This first appeal was followed by a second call, which attempted to generate discourse by inviting thoughts and motivations from artists experimenting with the medium:
  
==Descriptors and their discontents: artist book, artist's publishing [...] ==
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::If you feel inspired to write something informal, but brief and concentrated, about your views on any of the issues related to artists’ books, please do so. Why are you attracted to artists’ books? What are the best potentials and also the basic difficulties concerning this form (either innate to the medium itself or to its superstructure/or lack of it)?<ref name="ART RITE Magazine 14"/>
{{Interlink|Summary_of_projects_and_submitted_material#Confronting_Authorship.2C_Constructing_Practices_.E2.80.93_How_copyright_destroys_collective_practice_.28book_chapter.29|See book chapter: Confronting authorship - constructing practices, How copyright destroys collective practice}}
 
{{Interlink|Summary_of_projects_and_submitted_material#More_Verb.2C_Less_Noun_-_Publishing_as_Collective_Practice_.28printed_interview.29|See published interview with Jinglun Zhu: More Verb, Less Noun - Publishing as Collective Practice}}
 
{{Interlink|Analysis|See Analysis: How to demonumentalize monumental knowledge}}
 
  
[[File:Carion Other books Amsterdam.jpg|thumb|400px|left|Ulises Carrión, leaflet from "Other Books and So", Amsterdam, no date. In "Dear Reader. Don't Read", Museo Nacional Reina Sofia Madrid, 2016, page 194. [https://www.museoreinasofia.es/en/publicaciones/dear-reader-dont-read Download book here].]]
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Due to their perceived potential to subvert the (commercial, profit-driven) gallery system and to politicize artistic practice, artists' books played an important part in the rise of independent art structures, claims artist Joan Lyons. She, for example, founded the Visual Studies Workshop Press, at the Rochester-based independent art school VSW in 1971. The press published artists' books by students and staff alike, as part of the educational process (Lyons 1993, 8). Artists started to set up their own distribution infrastructures by starting independent artists' book shops (some of them still thriving today, such as Printed Matter, New York, and Art Metropole, Toronto),<ref name=" shops"/> in an attempt to counter, to a certain extent, the hegemonic art gallery market. It is necessary to be circumspect about this latter point however, as history has shown that artists' books were always prone to be recaptured by the market and turned into collectibles.<ref name="Ruscha" />
Artists in this period have certainly helped to expand the limits of mainstream art as well and pushed the understanding of what a book can be or do, but there is a problem with the descriptor "artists' book". It reduces the multi-faceted social, critical and educational agencies of book production, circulation, and consumption to an object, that arguably comes inevitably to be subjected to notions of ownership and authorship, to monetary value and copyright.  
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Therefore, in this inquiry into the critical agency of publishing and knowledge practices, the term 'publishing' seems more useful. This shift in terminology puts the focus on the process rather on the finished object, a shift that will be explored from different perspectives throughout my inquiry. The interview with Jinglun Zhu "More Verb, Less Noun" for example discusses underground publishing and collectivity; the section "Analysis: How to demonumentalize monumental knowledge" examines this shift from an institutional, education and research setting; and the book chapter "Confronting Authorship, Constructing Practices - How copyright destroys collective practice" from a feminist legal perspective.  
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==Descriptors and their discontents: artist book, artist's publishing==
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{{Interlink|4_Summary_of_projects_and_submitted_material#More_Verb.2C_Less_Noun_-_Publishing_as_Collective_Practice_.28printed_interview.29|see published interview: More Verb, Less Noun – Publishing as Collective Practice (Jinglun Zhu)}}
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{{Interlink|6 Analysis: Micro-politics of Publishing|see chapter 06*Analysis: Micro-politics of Publishing}}
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{{Interlink|4_Summary_of_projects_and_submitted_material#Confronting_Authorship.2C_Constructing_Practices_.E2.80.93_How_copyright_destroys_collective_practice_.28book_chapter.29|see book chapter: Confronting Authorship – Constructing Practices (How Copyright is Destroying Collective Practice)}}
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[[File:Carion Other books Amsterdam.jpg|thumb|350px|left|Ulises Carrión, leaflet from "Other Books and So," Amsterdam, no date. In <i>Ulises Carrion. Dear Reader. Don't Read</i>, Museo Nacional Reina Sofia Madrid, 2016, 194. [https://www.museoreinasofia.es/en/publicaciones/dear-reader-dont-read Download book here].]]
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Artists in this period certainly helped to expand the limits of mainstream art and pushed the understanding of what a book can be or do. Yet there is, I would claim, a problem with the descriptor "artists' book." It reduces the multi-faceted social, critical, and educational agencies involved in book production, circulation, and consumption to an object; moreover, an object subjected to notions of ownership and authorship and thus to monetary value and copyright.  
  
Evidently the traditional term "artist book" is still widely in use, evidenced by the biggest fair worldwide, "The New York Art Book Fair", founded in 2005 by Printed Matter, "London Art Book Fair" (Whitechapel Art Gallery, London), "Index Art Book Fair" in Mexico City (founded in 2014), MISS READ: Berlin Art Book Festival, Vancouver Art Book Fair, Tokyo Art Book Fair, etc. <ref name="art book fairs"/> Recent activities and scholarship, however, seem to adapt to this shift. A two-part event series at the artist-run publishing space X Marks the Bökship in London, set up by Eleanor Vonne Brown, was titled ''Publishing as Practice'' (2010 and 2014) followed by Annette Gilbert's (ed.) anthology "Publishing as Artistic Practice". These new descriptors take into account the processual practice aspect of publication. <ref name="Title Publishing"/>
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Therefore, for this inquiry into the critical agency of publishing and knowledge practices, the term "publishing" seems more useful. This shift in terminology puts the focus on the process rather than on the finished object, a shift that I will explore from different perspectives throughout my inquiry. The interview with Jinglun Zhu, "More Verb, Less Noun," for example, discusses underground publishing, piracy, and collectivity. Chapter 06*Analysis: Micro-politics of Publishing, examines the shift from object to process from an institutional and educational perspective. The book chapter "Confronting Authorship – Constructing Practices (How Copyright is Destroying Collective Practice)" explores this shift from a legal perspective.  
  
However while the term "artists’ publishing" shifts certainly the emphasis on the processual and its social and emancipatory agency it limits its applicability to makers or authors, who define themselves as artists. Richard Kostelanetz writes already in 1979: "One trouble with the current term artists’ books is that it defines a work of art by the initial profession (or education) of its author, rather than by qualities of the work itself. Since genuine critical categories are meant to define art of a particular kind, it is a false term. The art at hand is books no matter who did them; and it is differences among them, rather than in their authorship, that should comprise the stuff of critical discourse.' <ref name="Kostelanetz1"/>  
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The traditional term "artists' book" is still widely in use as the numerous artists' publishing fairs across the globe evidence: "The New York Art Book Fair," founded in 2005 by Printed Matter; "London Art Book Fair" at Whitechapel Art Gallery in London; "Index Art Book Fair" in Mexico City; "MISS READ – Berlin Art Book Festival"; "Vancouver Art Book Fair"; "Tokyo Art Book Fair," to name just a few.<ref name= "art book fairs"/> However, recent activities, scholarship, and discourse, seem to take into account the processual practice aspect of publication. For example, Eleanor Vonne Brown at the independent publishing space X Marks the Bökship in London, convened an event series "Publishing as Practice" (2010 and 2014). Since then a number of publications dealing with publishing in a broader sense have appeared, such as the anthology <i>Publishing as Artistic Practice</i> (Sternberg Press, 2016) edited by Annette Gilbert, and <i>Publishing Manifestos</i> (MIT Press, 2019) edited by Michalis Pichler.<ref name="Title Publishing"/>
Kostelanetz's emphasis on what books do, rather than who made them seems to be in line with Michel Foucault's critique of the author function that I will discuss and problematize from a feminist and decolonial perspective in the analysis section.  
 
  
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The term "artists' publishing" shifts certainly the emphasis to the processual and its social and emancipatory agency, but it also limits its applicability to makers or authors who define themselves as artists. In 1979, Richard Kostelanetz was already addressing this issue:
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::One trouble with the current term artists' books is that it defines a work of art by the initial profession (or education) of its author, rather than by qualities of the work itself. Since genuine critical categories are meant to define art of a particular kind, it is a false term. The art at hand is books no matter who did them; and it is differences among them, rather than in their authorship, that should comprise the stuff of critical discourse. (as cited in Lyons 1993, 13)
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Kostelanetz's emphasis on what books do, rather than who made them seems to be in line with Michel Foucault's critique of the author function that I will discuss and problematize from a feminist and decolonial perspective in the chapter 06*Analysis: Micro-politics of Publishing.
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==Counter-cultural alternative media – Radical Printshops (70s, 80s, UK)==
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{{Outerlink|https://seeredwomensworkshop.wordpress.com/news-info/|see: See Red, Women's Workshop, London}}
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My inquiry into the micro-politics of publishing as an agent for change moves beyond the field of art and extends into the wider field of counter-cultural alternative media. Jess Baines' (2016) work on radical printshops in the UK – which can be seen as an attempt to write historiography from within – has shown how historical feminist collectives have organized themselves (1960s–80s) in a struggle for women's liberation. Baines also shows how media, such as prints, posters, magazines, and zines, were used to create communities and campaigns around the issues at stake.
  
==Counter-cultural alternative media - Radical Printshops (70s, 80s, UK)==
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Baines illustrates how alternative media and social movements have mobilized the concept of "counter-public spheres", or in Nancy Fraser's words "subaltern counter-publics." Fraser describes these spheres as "parallel discursive arenas where members of subordinated social groups invent and circulate counterdiscourses to formulate oppositional interpretations of their identities, interests, and needs." She gives the example of the US feminist subaltern counter-public "with its variegated array of journals, bookstores, publishing companies, film and video distribution networks, lecture series, research centers, academic programs, conferences, conventions, festivals, and local meeting places, where feminist women have invented new terms for describing social reality, including 'sexism,' 'the double shift,' 'sexual harassment,' and 'marital, date, and acquaintance rape.'" (Fraser 1990, 67)  
{{Outerlink|https://seeredwomensworkshop.wordpress.com/news-info/|see: See Red, Women's workshop, London}}
 
Secondly, my inquiry into the contestations of publishing as an agent for change moves beyond the field of art and extends to the wider field of counter-cultural "alternative media". "Alternative media and social movement scholars have regularly mobilised the concept of counter-public spheres, defined by Nancy Fraser as “parallel discursive arenas where members of subordinated social groups invent and circulate counter discourses to formulate oppositional interpretations” (1992: 81). Fraser’s illustrative example was the feminist ‘counter-public’, “with its variegated array of journals, bookstores, publishing companies, film and video distribution networks, lecture series, research centers, academic programs, conferences, conventions, festivals, and local meeting places” (ibid
 
p.123).
 
This brings us to the question of alternative media, which very broadly had been defined by Couldry and Curran (2003:7)as “media production that challenges, at least implicitly, actual concentrations of media [symbolic] power.” Here, of course, criteria are needed to define counter-cultural practices. Drawing on (Atton 2002, Hackett & Carroll 2006, Bailey et al. 2008) Jess Baines summarizes these practices as "politically progressive and/or oppositional content; democratic organisational practices; independence from commercial and state influence; involving amateurs rather than professionals’; considering audiences as participants (potential if not actual) rather than consumers; adapting/mobilising available technologies" and notes that these criteria, generally speaking, "point in the same direction, towards a democratisation of media in terms of what is produced (different perspectives), who produces it (different bodies) and how it is produced (different practices)."
 
  
Baines' in-depth study on radical printshops in the UK provides a very useful framework and point of reference for the practice of '''See Red women's silkscreen collective''' who operated 1974 - 1990 in London. For Baines, the instigative moment of the radical printshops in London was "to extend the communicative capacities of politically, economically and socially ‘marginal’ groups and movements disputing various forms and practices of ‘dominant power’".<ref name="Baines PhD"/>  
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It's interesting that Fraser's reflection on the question of "alternative media" in 1990, notes that not all of the subaltern counterpublics are necessarily "virtuous," but can be anti-democratic and anti-egalitarian. She argues that, in principle, "assumptions that were previously exempt from contestation will now have to be publicly argued out" and that "the proliferation of subaltern counterpublics means a widening of discursive contestation." (Fraser 1990, 67) Today, 30 years later, given the rise of far-right movements and their successful media strategies, we might have to rethink the concepts of counterpublic and alternative media more carefully.<ref name="Far-Right"/>  
  
“In the early days, the posters were mainly produced about our own personal experiences as women, about the oppression of housework, childcare and the negative image of women [in media and advertising]. An idea for a poster would be discussed in the group, a member would work on a design, bring it back for comment, someone else might make changes and so on until the collective was satisfied with the end result; no one individually took the credit. This was a concept many in the art world found hard to accept: ‘who holds the pencil? Someone must hold the pencil!’” <ref name="SeeRed1"/> This account of collective creative practice that defeats individual authorship, and attitudes of ownership is significant for the discussion of the blockages of regimes of individual authorship in the analysis section.{{Interlink|Analysis|See Analysis: How to demonumentalize monumental knowledge}}
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The question of what constitutes alternative media has been broadly defined as "media production that challenges, at least implicitly, actual concentrations of media [symbolic] power." (Couldry and Curran 2003, 7). Here, of course, criteria are needed to define counter-cultural practices. Jess Baines (2016, 17) summarizes these as "politically progressive and/or oppositional content; democratic organizational practices; independence from commercial and state influence; involving amateurs rather than professionals; considering audiences as participants (potential if not actual) rather than consumers; adapting/mobilizing available technologies". She notes that these criteria, generally speaking, "point in the same direction, towards the democratization of media in terms of what is produced (different perspectives), who produces it (different bodies) and how it is produced (different practices)."
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[[File:See Red self defense.jpg|thumb|280px|link=|left]]
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Jess Baines' in-depth study of radical printshops in the UK provides a framework for understanding the practice of the See Red Women's Workshop, which printed silk-screened posters between 1974–90, in London. These posters, and the production of media more broadly, extend, according to Baines (2016, 12), "the communicative capacities of politically, economically and socially 'marginal' groups and disputing various forms and practices of 'dominant power.'" For See Red, disputing forms of dominant power included, for instance, inventing new modes of working together that produced forms of collective authorship. Founding members of See Red, Suzy Mackie and Pru Stevenson (2013a), explain:
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::In the early days, the posters were mainly produced about our own personal experiences as women, about the oppression of housework, childcare and the negative image of women [in media and advertising]. An idea for a poster would be discussed in the group; a member would work on a design, bring it back for comment, someone else might make changes, and so on until the collective was satisfied with the end result; no one individually took the credit. This was a concept many in the art world found hard to accept: 'who holds the pencil? Someone must hold the pencil!'
  
Secondly, the print shop was a site of sociality. Suzy Mackie and Pru Stevenson, founding members of the See Red Women’s Workshop stressed in a public talk (2013) how important it was to gather in person and generate ideas about how to visualize a particular issue that was important to them. <ref name="SeeRed Showroom"/> It was the activity of articulating experiences and collective brainstorming that politicized their practice, and it was the exchange of ideas that led to sharp slogans and imagery for the posters. [more..] As Baines's study shows the printshops were much more than "collaborations". The interviews she conducted with members of the printshops show that this practice "is about change, personal and social, not just as something cognitive, but also via physical, embodied practice." [Baines page 118].
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This account of collective creative practice that seeks to work against individual authorship and defies ideas of entitlement or ownership, is significant for the discussion of regimes of individual authorship in chapter 06*Analysis.{{Interlink|6 Analysis: Micro-politics of Publishing|see chapter 06*Analysis: Micro-politics of Publishing}}
  
The interviews she conducted with members of the printshops produce evidence of a "pre-existing shared radical habitus of many printshop members" and "the belief and engagement in collective and participatory democratic practice" [...] a practice that "is about change, personal and social, not just as something cognitive, but also via physical, embodied practice." <ref name="Baines 118"/>  
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The See Red print workshop, despite its productive functions, was a site of sociality. In a public talk, members of the See Red Women's Workshop stressed how important it was to gather in person and generate ideas on how to visualize a particular issue that was important to them. It was the activity of articulating experiences and collective brainstorming that politicized their practice, and it was the exchange of ideas that led to sharp slogans and imagery for the posters (Mackie and Stevenson 2013b). As Baines' study shows, the printshops were much more than "collaborations." The interviews she conducted with members of the printshops show that this practice "is about change, personal and social, not just as something cognitive, but also via physical, embodied practice."<ref name=" Baines page 118"/> This implicit collectivity was also seen as a form of resistance: "It was part of the politics that you sought an alternative route to the mainstream because it rejected you for race, gender, sexuality, anything, so it was ok we'll do it ourselves, and we'll do it in a different way that is non-hierarchical." (Baines 2016, 118)
  
The implicit collectivity was also seen as a form of resistance, as one interviewee said: “It was part of the politics that you sought an alternative route to the mainstream because it rejected you for race, gender, sexuality, anything so it was ok we’ll do it ourselves and we’ll do it in a different way that is nonhierarchical.” (Intv. Pollard 16/5/11).<ref name="Baines 118"/>
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The collectivity, as Baines (2016, 11) explains, generated "cultural constellations" that "produced and were produced by movements and milieus," that were "made up of groups and individuals staking particular claims, producing 'culture,' developing new ways of 'doing things' and mobilizing technologies and tools to do so."
  
Baines relates the practice of the printshops, as a site for alternative media more generally to the model of the rhizome, a metaphor she borrows from Deleuze and Guattari’s (1988) critique of ‘arboreal’ thought, that is the tree as a model for knowledge. "Arboreal thought is hierarchical, centralised and linear (with roots, a trunk, and branches that subdivide in importance), whereas the rhizome is anarchic, made of points without a centre, but 'always in the middle, between things… the tree is filiation… the rhizome is alliance'" (Deleuze & Guattari 1988: 26). Since “any point of a rhizome can be connected to anything other” (ibid. p. 7) the rhizome suggests heterogeneity and multiplicity, process and flows rather than structure and fixity. Therefore the figure of the rhizome, according to Bailey et al, relates to alternative media's potential to connect diverse struggles. (2008: 27) As a further characteristic of the rhizome, they propose "elusiveness and contingency" as a "defining element" of alternative media. These properties, as Baines points out, indicate the fluidity, creativity and usually sought-after independence of alternative media from state and market influence, but also its vulnerability."
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The printshop as a site of culture and knowledge production could be related to the model of the rhizome, a metaphor borrowed from Deleuze and Guattari's critique of 'arboreal' thought (the tree as a model for knowledge). Baines explains that arboreal thought is hierarchical, centralized and linear (with roots, a trunk, and branches that subdivide in importance), whereas the rhizome is anarchic, made of points without a center, but "always in the middle, between things… the tree is filiation… the rhizome is alliance." (Deleuze and Guattari 2005, 25). "Any point of a rhizome can be connected to anything other, and must be. This is very different from the tree or root, which plots a point, fixes an order." (7).  
  
Jess Baines' inquiry into the radical printshop movement in the 70s and 80s in the UK provides a useful point of reference. She proposes that these counter-cultural movements need to be understood as cultural constellations that "produced, and were produced by, movements and milieus, made up of groups and individuals staking particular claims, contesting varying forms of power, producing ‘culture’, developing new ways of ‘doing things’ and mobilizing technologies and tools to do so." <ref name="Baines PhD, 11"/>
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The figure of the rhizome suggests heterogeneity and multiplicity, processes and flows rather than structure and fixity and therefore relates, according to Olga Bailey, Bart Cammaerts, and Nico Carpentier to alternative media's potential to connect diverse struggles (Bailey et al. 2008, 27). This rhizomatic way of working that connects different struggles could also be seen as a working principle of contemporary feminist media collectives, such as Constant in Brussels that apply some aspects of radical print shops to open source technologies.
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==Open Source: Feminist technologies: Constant (Brussels)==
 
==Open Source: Feminist technologies: Constant (Brussels)==
Similar to the print-based activities in London described above, Constant is a feminist, non-profit, artist-run organization. Based in Brussels, Constant is active in the fields of art, media, and technology since 1997. Current artistic director Femke Snelting describes Constant as "a collective of collectives" [...] "working with many different people but our base is in culture". <ref name="Snelting" /> What brings them together is to work about feminist technology, to invent practices, to work on methods, to do research on ''what'' feminist technology could be, but also ''how'' it could be done. They start from open source and the conviction that the free software manifesto was a feminist manifesto, since "when you read it [the free software manifesto] you can really see how it connects to feminist values. So we were performing and enacting the feminist potential of free software and then seeing that there are many more things going on that keep back that potential and we needed to be much more direct, explicit, and clear about our feminist intentions."<ref name="Snelting" /> To explain the relationship between feminism and free software, feminist technology activist Spideralex quotes Constant co-founder Laurence Rassel: "Operating systems in French are called système d'exploitation, and as a feminist what you don’t want to accept is your exploitation system, but to be able to change and modify it." Therefore Constant's work on feminist technology does not only relate to the front end (the devices, the software we use) but to the back end, the channels, the servers, the infrastructure. For feminist technology seems incomplete "if you don’t do all the layers".<ref name="spideralex" /> This, of course, demands to take seriously the consequences of thinking technology as "being embedded in practices of maintenance, of care, of resources, shorter and longer time frames". The consequences are that "technology has to change, practices around it have to change. Going through all the layers means thinking about how they produce norms, how they make space for difference, how they work from possibilities and not probabilities, how they can keep opening up that potential."<ref name="Snelting" /> Because according to Snelting feminist infrastructures is not about infrastructures to be controlled and owned, on the contrary, "to me its really important to remind ourselves that technologies are about relations with things we like to relate to, but also things we don’t like to be related to."<ref name="Snelting" />
 
 
So its about practices that make the best of those situations. And somehow insert ongoingness into those, eh, complexities. That is urgent. It’s urgent to find late Haraway’s really wise saying: "finding forms of ongoingness”. I really like that. This persistence, that is not going towards a solution, but is determined and strengthening and maybe even empowering without cutting itself away from the dependencies it is entangled with. This is urgent. We know it. Feminists have certain tools, that others don’t, that they can use to practice this and to think this.
 
 
 
It [the manifesto] helps as a framework to understand and the usefulness of feminist theory and thinking an activism for rethinking technologies into a direction that we want.  To bring together the potential of free software (but not to believe that it ends there) and to engage the thinking power of feminist to deal with this complex world.
 
 
 
  
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Constant is a feminist, non-profit, artist-run organization based in Brussels, active in the fields of art, media, and technology since 1997. Current artistic director Femke Snelting describes Constant as "a collective of collectives [...] trying to work out 'what' feminist technologies could be, and 'how' they could be practiced." (Snelting et al. 2018).
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::Constant develops, investigates, and experiments. Constant departs from feminisms, copyleft, Free/Libre + Open Source Software. Constant loves collective digital artistic practices. Constant organizes transdisciplinary work sessions. Constant creates installations, publications, and exchanges. Constant collaborates with artists, activists, programmers, academics, designers. Constant is active archives, poetic algorithms, body and software, books with an attitude, correlations, counter cartographies, situated publishing, e-traces, extitutional networks, interstitial work, libre graphics, performative protocols, relearning, discursive infrastructures, hackable devices. {{Outerlink|http://constantvzw.org/site/|see: webpage Constant}}
  
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The groups working with/at/around Constant explain how they make a connection between the ideas of free software<ref name= "GNU"/> and feminist values: "In French the term for "operating systems" is "système d'exploitation," and as a feminist, you don't want to accept your exploitation system, you want to be able to change and modify it." For feminist technology seems incomplete "if you don't do all the layers."<ref name="spider alex" />
  
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Constant's feminist work on technology looks beyond the front end (the devices, the software we use) to explore the back end (the channels, the servers, the infrastructures). "We were performing and enacting the feminist potential of free software and then seeing that there are many more things going on that keep back that potential and that we needed to be much more direct, explicit, and clear about our feminist intentions," says Snelting in a video conversation with Barcelona-based activist SpiderAlex. (Snelting et al. 2018).
  
Their focus on digital technology and collaborative practice is described as: "Constant develops, investigates and experiments. Constant departs from feminisms, copyleft, Free/Libre + Open Source Software. Constant loves collective digital artistic practices. Constant organizes transdisciplinary work sessions. Constant creates installations, publications, and exchanges. Constant collaborates with artists, activists, programmers, academics, designers. Constant is active archives, poetic algorithms, body and software, books with an attitude, correlations, counter cartographies, situated publishing, e-traces, extitutional networks, interstitial work, libre graphics, performative protocols, relearning, discursive infrastructures, hackable devices." {{Outerlink|http://constantvzw.org/site/|see: webpage Constant}}
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This entails taking the consequences of thinking technology as "being embedded in practices of maintenance, of care, of resources, of shorter as well as longer time frames" seriously. Going through all the layers means thinking about how technologies produce norms, how they make space for difference, how they work from possibilities and not probabilities, how they can keep opening up that potential." (Snelting et al. 2018). According to Snelting, feminist infrastructure is not about control and ownership. For her, " it is crucial to remind ourselves that technologies are about relations with things we like to relate to, but also things we don't like to be related to. So its about practices that make the best of those situations." (Snelting et al. 2018). Snelting emphasizes a certain persistence, that is not necessarily "going towards a solution," but a persistence "that is determined and strengthening and maybe even empowering without cutting itself away from the dependencies it is entangled with." She refers here to Donna Haraway's "staying with the trouble." Haraway (2016, 4) argues in her book that, "eschewing futurism, staying with the trouble is both more serious and more lively. Staying with the trouble requires making oddkin; that is, we require each other in unexpected collaborations and combinations, in hot compost piles. We become-with each other or not at all. That kind of material semiotics is always situated, someplace and not noplace, entangled and worldly." Haraway argues that "staying with the trouble" is only possible in relationships (with people, with materials, with tools), since "alone, in our separate kinds of expertise and experience, we know both too much and too little, and so we succumb to despair or to hope, and neither is a sensible attitude."  
  
Different from the print-based activities based in London, who operate without public funding and therefore very precarious, Constant in Brussels receives public funding (and is nonetheless precarious). Funding models and economic sustainability are key
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Constant’s activities are so many, and on several different layers and fields of inquiry that it is not possible for them to be adequately "captured" here: the scale of the endeavor is truly impressive. Regardless of scale, I would argue that it is the entirety of their rhizomatic practice, its "ongoingness", that makes Constant such an important organization. Their open-source approach – an underlying principle in their mode of working – develops temporalities and effects that are very different from one-off artistic gestures, such as "interventions" that often remain in the realm of the symbolic. To be able to sustain this practice for more than 20 years, to be able to pay active members even a modest monthly salary, is exemplary of how intersectional feminist institution-building can be pursued beyond conventional structures such as the artspace, the university, the cultural center in Constant's own words through "extitutional" network building.
 
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in the discussion of the working processes of artist-run spaces. On the one hand, they are in the position to build institutions according to their own needs, fresh, experimental and daring. On the other, these initiatives border at self-exploitation, burn-out. They can only be sustained by having another fairly secure job to be able to afford such non-institutional work. [Isabel Lorey: precarity?] To be able to sustain Constant for more than 20 years, to be able to pay the active members even a modest monthly salary, is an example of an intersectional feminist institution and community building - outside of traditional institutional structures such as the artspace, the university, the culture center - in their own words the building of "extitutional networks". Their open-source approach is not limited to software but is an underlying principle in their mode of working together. This kind of institution-building has a longterm impact on its members, on the participants of the work sessions, the readers of their publications and this impact flows both ways. It is an understanding of practice-based artistic research, that is daringly collective. Their practice is to understand and shape the underlying variables of infrastructure (servers), software, and licenses.  Similarly with conceptual artists pushing the boundaries of the elements of the book.... Constant investigates the boundaries and politics of technology, property...  Not in a one-off artistic gesture, that remains in the realm of the symbolic but as a sustainable model in community and institution building. Starting from software and technology they transfer these modes of operating to art, the social, the institution. Rethinking licenses... feminist servers... ongoingness... entanglement .... limits.... exhaustion.
 
  
 
=Interventionist strategies “Insertions into Ideological Circuits”=
 
=Interventionist strategies “Insertions into Ideological Circuits”=
  
Hacking and infiltrating into already existing infrastructures is A very different approach to radical publishing that is situated more clearly in the field of the artistic, symbolic is hacking and infiltration.  
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Hacking and infiltrating, using infrastructures already in existence, is a different tactic of radical publishing that is being employed by artists and activists. <i>Insertions into Ideological Circuits</i> (1970) is a series of works by Brazilian artist Cildo Meireles. He infiltrated infrastructures of circulation by printing anti-war slogans on recyclable Coca-Cola bottles as a gesture against the (then) ongoing war in Vietnam. Meireles screen-printed empty bottles and returned them to shops, making them re-enter the circulation system. The inscribed bottles got refilled in the factory and delivered via shops to consumers. Banknotes are another circulation system that Meireles appropriated for his own purposes. Taking advantage of the fact that notes pass from hand to hand in exchange for goods, he rubber-stamped critical questions about the Brazilian dictatorship onto banknotes – of varying denominations and currencies –and fed them back into circulation. Here the artist merely “piggy-bagged” on existing infrastructures of circulation as a carriers for his messages.  
In his series of works “Insertions into Ideological Circuits” (1970) the Brazilian artist Cildo Mereiles infiltrated already existing infrastructures of circulation by screen printing anti-war slogans on recyclable Coca Cola bottles, or rubber-stamped critical questions about the dictatorship on one-dollar bills to circulate them through many hands. Here the artist merely “piggy-bagged” on already existing infrastructures of circulation as a carrier for his messages. In the same vein in November 2008 activists around the US prankster collective The Yes Men “hacked” the New York Times by printing a “special edition” of 80,000 copies, which was distributed for free to passers-by on the streets of several US cities. This special edition was a perfect replica of The New York Times. The activists co-opted the authority and visual appearance of the New York Times in order to circulate a visionary “best-case scenario” with hypothetical headlines and articles, such as “Iraq War Ends”,  “Minimum Wage Law Passes Congress”, USA Patriot Act Repealed”, All Public Universities to Be Free”. <ref name="YesMen" />
 
  
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[[File:The Yes Men NYTimes Special Edition.jpg|thumb|300px|left|link= https://visitsteve.com/made/the-ny-times-special-edition/| The Yes Men, <i>New York Times, Special Edition</i>, 2008.]]A similar strategy was put to action in the US (November 2008), when activists around the North American prankster collective The Yes Men “hacked” <i>The New York Times</i> by printing a “special edition” of 80,000 copies, that were distributed for free to passers-by on the streets of several US cities. This special edition was a perfect replica of the visual appearance of The New York Times, in terms of paper, graphic design, typefaces, and size. Thus, the activists co-opted – to an extent – the authority of the brand "<i>The New York Times</i> " to circulate a visionary “best-case scenario” with hypothetical headlines and articles, such as "Iraq War Ends," "Minimum Wage Law Passes Congress," "USA Patriot Act Repealed," "All Public Universities to Be Free."<ref name="YesMen"/>
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=Library as Infrastructure=
 
=Library as Infrastructure=
{{Interlink|Summary_of_projects_and_submitted_material#Library_Underground_.E2.80.93_a_reading_list_for_a_coming_community_.28book_chapter.29|see book chapter: Library Underground}}
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{{Interlink|4_Summary_of_projects_and_submitted_material#Library_Underground_.E2.80.93_a_reading_list_for_a_coming_community_.28book_chapter.29|see book chapter: Library Underground – a reading list for a coming community}}
  
{{Interlink|Summary_of_projects_and_submitted_material#Library_Underground_.E2.80.93_welcome_to_my_tent_.28performative_reading.2Fvideo.29|Watch video Library Underground_welcome to my tent.}}
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{{Interlink|4_Summary_of_projects_and_submitted_material#Library_Underground_.E2.80.93_welcome_to_my_tent_.28performative_reading.2Fvideo.29|watch video: Library Underground – welcome to my tent}}
  
 
{{Interlink|File:Library Underground-welcome to my tent-film still.jpg|150px|link=http://evaweinmayr.com/work/library-underground-welcome-to-my-tent. watch vid}}
 
{{Interlink|File:Library Underground-welcome to my tent-film still.jpg|150px|link=http://evaweinmayr.com/work/library-underground-welcome-to-my-tent. watch vid}}
  
Libraries play a crucial role in the distribution and circulation of published knowledge. Whether it is a physical collection of inked paper or an online archive of digitally published files libraries are key moments for accessing, activating and disseminating knowledge. The ethos of the public library (in contrast to private, monastic, or other specialized and restricted libraries) is intimately connected to democratic ideals of equality and free access to knowledge. [dee Library of Omissions and Inclusions] As Anna-Sophie Springer points out, libraries, being usually non-profit spaces, provide citizens with material and immaterial goods and media that would otherwise have to be purchased. <ref name="Springer" /> The public library has, therefore, be defined by (i) a publicly available collection, (ii) housed in a public building, (iii) indexed and made accessible with the help of a public catalog, (iv) serviced by trained librarians and (v) financed through public funds. <ref name="Tomislav" /> A complex body of research, artistic interventions, sociological and media studies in the last decade have focused on the function and importance of libraries. <ref name="library research" /> David Weinberger proposed that we think of libraries as “open platforms” — not only for the creation of software but also for the development of knowledge and community. <ref name="Weinberger" />. Shannon Mattern proposes the library as infrastructure, as a place where informational and social infrastructures intersect<ref name="Mattern" /> highlighting the benefits to immigrants, seniors, individuals searching for work, public school students and aspiring entrepreneurs. <ref name="Urban Future report" />
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The discussion of the practices mapped above points to the significance of building (or intervening in) infrastructures of circulation and modes of sharing.
Tomislav Medak reminds us of all the many sides of the phenomenon that the public library is:
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Libraries occupy an important role in the distribution and circulation of published knowledge. Whether a physical collection of inked paper or an online archive of digitally published files, libraries are key moments for accessing, activating, and disseminating knowledge. The ethos of the public library (in contrast to private, monastic, or other specialized and restricted libraries) is intimately connected to democratic ideals of equality and free access to knowledge. As Anna-Sophie Springer points out, libraries, being usually non-profit spaces, provide citizens with material and immaterial goods and media that would otherwise have to be purchased.<ref name= "Springer"/> The public library can be defined as (i) a publicly available collection, (ii) housed in a public building, (iii) indexed and made accessible with the help of a public catalog, (iv) serviced by trained librarians and (v) financed through public funds.<ref name= "Tomislav"/> A complex body of research, as well as artistic interventions, and sociological and media studies in the last decade have focused on the function and importance of libraries. David Weinberger, for example, proposes thinking of libraries as "open platforms" – not only for the creation of software but also for the development of knowledge and community.<ref name="Weinberger"/>. Shannon Mattern suggests that we understand the library as a place where informational and social infrastructures intersect, and highlights the benefits to immigrants, seniors, individuals searching for work, public school students, and aspiring entrepreneurs.<ref name="Mattern-Urban Future report" />
a major community center, service for the vulnerable, center of literacy, informal and lifelong learning; a place where hobbyists, enthusiasts, old and young meet and share knowledge and skills.<ref name="Tomislav2" /> And the Guardian newspaper reminds us that "Britain has closed almost 800 libraries since 2010". <ref name="Guardian Library closures" />
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Tomislav Medak reminds us of the many sides of the phenomenon that the public library is: a "major community center, service for the vulnerable, center of literacy, informal and lifelong learning; a place where hobbyists, enthusiasts, old and young meet and share knowledge and skills." (Medak 2015, 81). <i>The Guardian</i> newspaper (Flood, 2019) points out that "Britain has closed almost 800 public libraries since 2010".
  
[[File:Synergy magazine index 1972 cover low res.jpg|thumb|200px| Synergy Magazine Index of years 1967-71 [http://wiki.evaweinmayr.com/images/c/c3/Synergy_Index_1972.pdf/ Download pdf].]]
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[[File:Synergy magazine index 1972 cover low res.jpg|thumb|200px| <i>Synergy Magazine, Index for 1967–71</i>. [http://wiki.evaweinmayr.com/images/c/c3/Synergy_Index_1972.pdf Download PDF].]]
But institutional libraries (in contrast to private or self-organized) are also disciplinary institutions determining what is validated as relevant knowledge. Since the mission of the library is to provide knowledge to every member of the community one effect of the above discussed counter-culture movement was a multitude of campaigns for information and topics to enter the library that served marginalized groups, since the holdings of public libraries at the time served mainly a white middle-class readership. [reference] The text "Library Underground - a reading list for a coming community" provides details as well as discussion of the "revolting librarian" movement in the Bay Area, California in the 70s. <ref name="Celeste West" />
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But institutional (in contrast to private or self-organized) libraries are also disciplinary institutions that play a part in determining what comes to be validated as relevant knowledge. "The revolting librarians," a movement of the 70s in California, criticized the limited range of topics and information public libraries provided at the time serving mainly a white, middle-class readership. They pointed towards the American Bill of Rights declaration that stated the library should provide information "for every member of the community"<ref name="Library Bill of Rights"/> and consequently campaigned for the inclusion of topics that served marginalized groups. The library newsletter <i>Synergy</i>, published in the 60s and 70s by the Bay Area Reference Center in San Francisco lists subjects such as "San Francisco State College-Strike," "Neglected Novels," "The Underground Press," "Right-Wing Periodicals," "Women's Liberation," "Native Americans," "Ecology," "Radicals in the Profession," "Gay Liberation," "Prisons," "Insurgent Librarians," "Occult," and "Changing Family Structure."<ref name="Celeste West" />
 
 
Today it seems that recently introduced open access policies arguably mitigate the question of authorization and validation in the acquisition process, since a multitude of decentralized research repositories and archives provide free access to publicly funded research. Albeit only to a certain extent, since the question of authorization is merely shifted, as discussed in the interview "Rethinking where the thinking happens" I conducted with Sarah Kember, director of Goldsmiths Press in London.  
 
{{Interlink|Summary_of_projects_and_submitted_material#Rethinking_where_the_thinking_happens_.28public_interview.29|see public interview: "Rethinking where the thinking happens", Sarah Kember}}
 
 
  
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The 70s radical library movement in the California's Bay Area, and the various attempts (historical and contemporary) to circumvent enclosures and establish "extitutional" and informal library infrastructures are discussed in more detail in the book chapter "Library Underground – a reading list for a coming community." In what follows, I will present practices of radical librarianship that operate outside institutions (extitutional) and secondly, others that operated from within institutions.
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=Radical Librarianship – "extitutional": Questions of access and validation=
 
=Radical Librarianship – "extitutional": Questions of access and validation=
In the following, I will discuss two different, but interconnected concerns of radical librarianship. One reviews questions of access and validation, mostly at play in public and research libraries. (What is acknowledged as valid knowledge, for whom, by whom). This also includes economic enclosures produced by restrictive copyright policies and licenses established mostly by big (academic) publishing monopolies. Secondly, there is considerable artistic and activist work being done  drawing attention to the politics and biases of organizing, framing, categorizing and classifying knowledge, i.e bibliographical practices. I structured the discussion into two parts. Part one looks at self-organized, "extitutional" libraries and archives followed by a discussion of institutional interventions.
 
  
==An artwork: Martha Rosler Library (2007)==
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There is considerable artistic and activist work being done that draws attention to the politics of access (copyright enclosures), to processes of validation (what knowledges are legitimized, and included) and biases in organizing, framing, categorizing, and classifying knowledge. In short: what is subsumed under the term bibliographical practices (representation).
Among the wide range of artists who have worked with libraries as part of their artistic practice, is, for example, Martha Rosler Library. On the invitation of Anton Vidokle (e-flux) nearly eight thousand books were temporarily removed from the artist's home to be made available to the public in e-flux organized reading room in New York, at the Liverpool Biennale and in several exhibitions across Europe. Elena Filipovic describes this as "an act of incredible generosity, one of America's most important living artists temporality dispossessed herself of the vast majority of her personal library so that it could be made available for consultation. No borrowing was possible, but the eclectic ensemble of books on economics, political theory, war, colonialism, poetry, feminism, science fiction, art history, mystery novels, children's books, dictionaries, maps and travel books, as well as photo albums, posters, postcards and newspaper clippings could be studied at will." <ref name="Afterall Filipovic" />
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It has been suggested that the contents of the library are "both the source of Rosler's work and an installation/artwork that continues many of the concerns - with public space, access to information and engaged citizenship - that traverse her entire oeuvre."<ref name="Afterall Filipovic" /> Here the "making public" of her book collection seems to some extent to instrumentalize the library to "read" Rosler's oeuvre through her books, to reflect on the relationship between her work and the books and therefore to operate as some sort of a Martha Rosler portrait. She vehemently opposes this reading in an interview with Stephen Wright:
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:::The one thing about the library I never anticipated was that people would see it as a portray of ''me''. That is ''the least'' interesting interpretation that could possibly exist. Why see it as a symbolic creation? Why not see it as a library, with both books from diverse sources and pamphlets and other things? Because otherwise, you have abstracted it to the point where it's offering you nothing. So I am horrified by the library-as-portrait. [... That means] they didn't have to see it as an open invitation to anything, but only as ruins, like if we decipher this, we'll have the story of Martha Rosler. No, no, no, no, wrong! Look through THE artist, THIS artist, to the basis of the practice of AN artist.<ref name="Martha Rosler Library Book" />
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==An artwork: "Martha Rosler Library" (2007)==
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A wide range of artists have worked with libraries as part of their artistic practice. A notable example among them is Martha Rosler. At the invitation of Anton Vidokle (e-flux) nearly eight thousand books were temporarily removed from the artist's home to be made available to the public in an e-flux organized reading room in New York, at the Liverpool Biennale and in several exhibitions across Europe – "Martha Rosler Library". Elena Filipovic (2007) describes this as  
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::an act of incredible generosity, one of America's most important living artists temporality dispossessed herself of the vast majority of her personal library so that it could be made available for consultation. No borrowing was possible, but the eclectic ensemble of books on economics, political theory, war, colonialism, poetry, feminism, science fiction, art history, mystery novels, children's books, dictionaries, maps and travel books, as well as photo albums, posters, postcards and newspaper clippings could be studied at will.
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It has been suggested that the contents of the library are "both the source of Rosler's work and an installation/artwork that continues many of the concerns with public space, access to information and engaged citizenship that traverse her entire oeuvre." (Filipovic 2007)
  
Even if it is "an" artist rather than "the" artist this library is framed as an artwork by an individual artist in collaboration with an initiator ("on invitation by Anton Vidokle") this personal library seems to always point back to one individual, its creator, its artist. It is therefore as I argue, certainly a generous gesture, but one that quite simply re-affirms re-affirms a conception of art with a capital A, where one artist creates a work and others are invited to interpret it. The question to ask is, how would one encounter these books had she lent or donated them to a public library without adding her name to it. Or in other words what kind of value is added by framing this collection of books as Martha Rosler's. This is one of the questions being explored in my practice project Library of Inclusions and Omissions.
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Filipovic's narrative seems to suggest that one possible interpretation of "Martha Rosler Library" is as a sort of portrait of the artist: One could read Rosler's oeuvre through her books by reflecting on the relationship between her artwork and the books. Rosler vehemently opposes this reading in an interview with Stephen Wright:
{{Interlink|Library_of_Inclusions_and_Omissions|see project: Library of Inclusions and Ommissions}}
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::The one thing about the library I never anticipated was that people would see it as a portrait of <i>me</i>. That is <i>the least</i> interesting interpretation that could possibly exist. Why see it as a symbolic creation? Why not see it as a library, with both books from diverse sources and pamphlets and other things? Because otherwise, you have abstracted it to the point where it's offering you nothing. So I am horrified by the library-as-portrait. [... That means] they didn't have to see it as an open invitation to anything, but only as ruins, like if we decipher this, we'll have the story of Martha Rosler. No, no, no, no, wrong! Look through <i>the</i> artist, <i>this</i> artist, to the basis of the practice of <i>an</i> artist. (Domela and Barnes, 2008, 11).  
  
==A network of relationships: Infoshops (1990s U.K.)==
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The problem, I argue, with Rosler's suggestion is that even if one abstracts "an" artist from "the" artist, this library is framed as an artwork by an individual artist in collaboration with an initiator ("at the invitation of Anton Vidokle"). Therefore this personal library always points back to one individual, its creator, the artist. As such it is certainly a generous gesture but still, one that quite simply re-affirms a conception of art with a capital A, in which an artist creates a work, and others are invited to interpret it. The question to ask is, how would one encounter these books had she lent or donated them to a public library without adding her name to them? Or in other words, what kind of value is added by framing this collection of books as Martha Rosler's?
By comparison, a fundamentally more collective approach take various small libraries and reading rooms emerging in cities in Europe and the US in recent years. Often set up by artists or connected to newly emerging maker spaces, these small community-run libraries are informally organized and cater to the needs of local residents and various community groups living in the area. They are building on the tradition of collectively run infoshops or community archives arising in the 90s in the UK and US as part of social movements.
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Infoshops, described as a node of "free space within a diffuse, anti-hierarchical network" <ref name="Atton infoshop 2003" /> are often homes not only to debate and discussion but also to alternative media and are therefore connected to the discussion of radical printshops above.
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==A network of relationships: Infoshops (1990s UK)==
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A fundamentally more collective approach is exemplified by various small self-organized libraries and reading rooms that have appeared in cities throughout Europe and the US in recent years. Often set up by artists or connected to newly emerging makerspaces, these small community-run libraries are informally organized and cater to the needs of local residents and various community groups living in the area. They are building on the tradition of collectively run infoshops or community archives arising in the 90s in the UK and US as part of social movements.  
  
Operating independently, not council-run or organisationally affiliated they were catering explicitly for the information (and other, social and cultural) needs of its users. <ref name="Atton infoshop 1999" /> Chris Atton claims "one of the info shop’s key functions is as a repository and distributor of alternative media (mostly, though not exclusively, anarchist media), and it appears to function as a hybrid form of information resource, acting as a library, archive, distributor, and sales outlet. It can also be a site for the production of such media, often produced by the same collective that runs the infoshop itself." <ref name="Atton infoshop 2003" /> The infoshop as knowledge site, could be described as a two-way function, the origin, and outcome of collective action. Alberto Melucci has proposed a definition of collective action based on: "a network of active relationships between actors who interact, communicate, influence each other, negotiate, and make decisions. Forms of organisation and models of leadership, communicative channels and technologies of communication are constitutive parts of this network of relationships." <ref name="Melucci 1996" />
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Infoshops are nodes "free space within a diffuse, anti-hierarchical network" (Atton 2003, 58) and are often homes not only for debate and discussion but also for alternative media and are thus connected to the radical printshops discussed above. Infoshops tended to operate independently, and not be council-run or affiliated to other organizations, and catered specifically for the information (and other, social and cultural) needs of its users (1999, 24–29). Chris Atton (2003, 58) explains that
 
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::one of the info shop's key functions is to be a repository and distributor of alternative media (mostly, though not exclusively, anarchist media), and it appears to function as a hybrid form of information resource, acting as a library, archive, distributor, and sales outlet. It can also be a site for the production of such media, often produced by the same collective that runs the infoshop itself.
"In this reading of social movements the role of the network and that of communication of media as activators of that network - assume key positions. Melucci defines the network as comprising “active relationships” at the heart of collective action. The infoshop, therefore, according to Atton offers a radical form of a community library and plays a key role in developing autonomy, solidarity and reflexivity in the creative processes of activist politics.
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The infoshop can thus be seen as having a two-way function: being the origin as well as the outcome of collective action.<ref name="Melucci 1996" /> It offers, according to Atton, a radical form of community library and plays a crucial role in developing autonomy, solidarity, and reflexivity in the creative processes of activist politics.
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==Shadow Libraries==
 
==Shadow Libraries==
::: "With books ready to be shared [online], meticulously cataloged, everyone is a librarian. When everyone is a librarian, the library is everywhere.(Memory of the World) <ref name ="Marcell Mars"/>
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::"With books ready to be shared [online], meticulously cataloged, everyone is a librarian. When everyone is a librarian, the library is everywhere." (Mars et al. 2012)  
  
In the last decade, a multitude of online shadow libraries emerged. Operating as peer-to-peer sharing platforms they build on the idea “when everybody is a librarian, library is everywhere”. These piratical text collections .... Shadow libraries are pooling distributed resources..... They are online platforms for sharing textual and visual documents, scanned from copyrighted books and illicitly uploaded by the platforms’ users. Or in Bodó B.'s words "this is a library which is perfectly virtual, which has no monumental buildings, no multi-million euro budget, no miles of stacks, no hundreds of staff, but which has, despite lacking all what apparently makes a library, millions of literary works and millions of scientific books, all digitized, all available at the click of the mouse for everyone on the earth without any charge, library or university membership." <ref name ="Bodo"/>  The history of book piracy is tightly connected to the history of the printing press, to the history of censorship, the history of copyright and civil disobedience. <ref name ="resources piracy"/>
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In the last decade, a multitude of online shadow libraries emerged. Operating as peer-to-peer sharing platforms, they build on the idea that "when everyone is a librarian the library is everywhere." These piratical text collections pool together resources that were already in circulation and newly scanned books that are (often illicitly) uploaded by the platforms' users.  
Therefore book piracy, as Bodó B. notes, "is an activity that has deep cultural significance, because ultimately it is a story about how knowledge is circulated beyond and often against the structures of political and economic power, and thus it is a story about the changes this unofficial circulation of knowledge brings." <ref name ="Bodo page 2"/>
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::This is a library which is perfectly virtual, which has no monumental buildings, no multi-million euro budget, no miles of stacks, no hundreds of staff but which has, despite lacking all that what apparently makes a library, millions of literary works and millions of scientific books, all digitized, all available at the click of the mouse for everyone on the earth without any charge, library or university membership. (Bodó, 2015, 1)
  
A huge range of activism, scholarship, workshops, seminars, and conferences have been organized in the last decade to identify the need and the importance and the effects of pirate libraries. <ref name ="piracy events"/>
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A range of scholarly and activist work has shown the ways in which the history of book piracy is tightly connected to the history of the printing press, to the history of censorship, the history of copyright, and civil disobedience.<ref name ="resources piracy"/>  Therefore it is important to acknowledge the cultural significance of book piracy, because "ultimately it is a story about how knowledge is circulated beyond and often against the structures of political and economic power, and thus it is a story about the changes this unofficial circulation of knowledge brings." (Bodó 2015, 2). A wide spectrum of workshops, seminars, and conferences and symposia have been organized over the last decade to identify the need for, and the importance of, shadow or pirate libraries to counter the monopolies and enclosures in the prevailing knowledge economy<ref name ="piracy events"/>. I have been invited to participate in some of these and talk about the Piracy Project and the intricacies and blockages that regimes of copyright and intellectual property are currently producing in the fields of arts and education, a topic that I explored in the book chapter "Confronting Authorship Constructing Practices (How Copyright is Destroying Collective Practice." {{Interlink|4_Summary_of_projects_and_submitted_material#Confronting_Authorship.2C_Constructing_Practices_.E2.80.93_How_copyright_destroys_collective_practice_.28book_chapter.29|see book chapter: Confronting Authorship – Constructing Practices (How Copyright is Destroying Collective Practice)}}
I will not go into the intricacies of the effects of copyright regimes in this section. I have discussed the blockages copyright and intellectual property regimes are producing in the fields of art and education in the chapter "Confronting Authorship, Constructing Practices - how copyright destroys collective practice".  
 
  
To understand the full scope of pirate libraries, it is important to note, that the core activities of a library (namely providing documents and books, lending, copying) are subjugated to the same copyright laws that govern authors and publishers. Bodó B. explains that the traditional legal limitations and exceptions to copyright that enabled libraries to fulfill their role in the analog world do not apply in the digital realm. Libraries are allowed to digitize their own holdings but only for use onsite.<ref name ="Infosoc Directive"/> That means that off-site e-lending of copyrighted works is in most cases only possible through individual license agreements with publishers which most libraries can only afford on a very limited scale. <ref name ="Bodo and e-life prices"/>   
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For a full understanding of the range of specific problems copyright poses for libraries in the mere fulfillment of their basic mission of providing documents and books for lending and copying, one has to understand the effect of digital lending rights. Copyright law provides exceptions for libraries to lend physical books (one copy can be indefinitely lent and read by different library users). In contrast, libraries are only allowed to digitize their holdings for use onsite.<ref name =" Infosoc Directive"/> Off-site lending (e-lending) of copyrighted works is, in most cases, only possible through license agreements and digital subscriptions with individual publishers that libraries can only afford on a limited scale.<ref name ="Bodo and e-life prices"/>   
  
This is the context, very abbreviated, for Aaron Swartz's "Guerilla Open Access Manifesto" that called for the liberation and sharing of scientific knowledge. Swartz forcefully asserted that scientific knowledge, produced due to public funds and the voluntary labor of academics cannot be locked up behind corporate paywalls set up by publishers. Unauthorized copying and dissemination of scientific works, the transfer from closed paywall repositories to public archives, he claimed, is a question of moral. He did exactly what he was promoting and created herewith according to Bodo B. "an ideological framework which was more radical and promised to be more effective than either the creative commons (Lessig, 2004) or the open access (Suber, 2013) movements that tried to address the access to knowledge issues in a more copyright-friendly manner." <ref name ="Bodo page 8"/>.
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This is a rough sketch of the context in which Aaron Swartz produced his "Guerilla Open Access Manifesto" calling for the liberation and sharing of scientific knowledge. Swartz forcefully asserted that scientific knowledge, produced with significant backing of public funds and the voluntary labor of academics, could not be locked up behind corporate paywalls set up by publishers. Unauthorized copying and dissemination of scientific works and their transfer from behind closed paywall repositories to public archives, he claimed, is a moral question. <ref name="Swartz"/> He created, according to Balázs Bodó, "an ideological framework which was more radical and promised to be more effective than either the creative commons (Lessig, 2004) or the open access (Suber, 2013) movements that tried to address the access to knowledge issues in a more copyright-friendly manner." (Bodó 2015, 8)
  
From the range of recent and current initiatives, I will pick out and address a small range of shadow libraries that each in different ways constitute the context for my inquiry.
 
  
''Sci-hub'' ("Remove all barriers in the way of science"), was founded in 2011 by Alexandra Elbakyan, at the time graduate student in science (Kazakhstan). Frustrated by the inaccessibility of scientific papers for research and education due to high costs, Elbakyan created a website that enables users to download PDF versions of scholarly articles, including many articles that are paywalled at their journal’s site. As of March 2020, Sci-hub provides access to  81 million journal articles and papers (as of March 2020) by retrieving and distributing scholarly literature without regard to copyright. <ref name ="Elbakyan"/>
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{{Interlink|Project_3_*_The_Piracy_Project|see project 3*The Piracy Project}}
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In the following, I will briefly map some of the recent and current shadow library initiatives that – each in its different way – constitute the wider context for my research inquiry and for the Piracy Project more specifically.
  
Elbakyan stresses the most important part in Sci-Hub is not the repository itself, but the script that can download papers closed behind paywalls directly from the publisher. <ref name ="Elbakyan clarification"/> One method Sci-Hub uses to bypass paywalls is by obtaining leaked authentication credentials for educational institutions (Elbakyan, 2017). These credentials enable Sci-Hub to use institutional networks as proxies and gain subscription journal access. <ref name ="e-life"/> 
 
  
As the sci-hub website states "papers are primary sources [and therefore necessary] for research since they contain detailed description of new results and experiments. At this time the widest possible distribution of research papers, as well as of other scientific or educational sources, is artificially restricted by copyright laws. Such laws effectively slow down the development of science in human society." <ref name ="Elbakyan"/> As of April 2020 Sci-hub counts 81,327,483 journal articles and papers and, as Michael S. Rosenwald writes in the Washington Post, approximately 400,000 requests per day. <ref name ="Rosenwald"/> The sheer scope of Sci-Hub, its broad coverage and usage might challenge the status quo and could potentially produce a radical shift in how individuals access scholarly literature in the future.
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<b>Sci-hub</b> ("Remove all barriers in the way of science") was founded in 2011 by Alexandra Elbakyan, at the time a graduate student in science (Kazakhstan). Frustrated by the inaccessibility of scientific papers for research and education due to high costs, Elbakyan created a website that enables users to download PDF versions of scholarly articles, including many articles that are paywalled at their journal's site. As of April 2020 Sci-hub provides access to 81,327,483 journal articles and papers<ref name ="Elbakyan"/> and receives, according to Michael S. Rosenwald (2016), approximately 400,000 download requests per day. Elbakyan stresses that the important part of Sci-Hub is the script that can download papers that are behind paywalls directly from the publisher.<ref name = "Elbakyan clarification"/> One method that Sci-Hub uses to bypass paywalls is to obtain leaked authentication credentials for educational institutions. These credentials enable Sci-Hub to use institutional networks as proxies and gain access to subscription journals (Himmelstein et al. 2018) – a tactic that differs from other shadow libraries that rely on users to digitize physical copies (often manually) for uploading to the repository.
  
{{Outerlink|https://library.memoryoftheworld.org|Memory of the World}}
 
A second example is ''Memory of the World'' set up by Marcell Mars and Tomislav Medak in xx. They explain that Memory of the World is the synergy of two efforts. First, it makes the case for the institution of public library and its principle of universal access to knowledge. Second, it is an exploration and development of distributed internet infrastructure for amateur librarians. At Memory of the World amateur librarians scan their book collections and upload the digital pdfs or e-pubs to the repository for others to download. Demanding that knowledge should be free and not curtailed by big publishing monopolies or copyright tags Memory of the World provides a new interpretation of what a public library could be, or in Bodo B.'s words  "users left to their own devices, can produce a library by themselves for themselves. In fact, users are the library. And when everyone has the means to digitize, collect, catalog and share his/her own library, then the library suddenly is everywhere." <ref name ="Bodo page 10"/>
 
  
''Aaaaarg.fail'', by comparison, comes from a slightly different angle. It is an online text repository initially serving as a library for the ''The Public School'', a framework supporting autodidact activities taking off in Los Angeles in 2007.<ref name="Public School"/> The Public School's initiator, Fiona Whitton and Sean Dockray, were critical of the assumption that a curriculum always comes with an institutionalized agenda defining a prescribed canon of learning. In the Public School, people propose classes they'd like to take or want to teach. <ref name="Dockray interview"/> Public School has been spreading to other cities such as Buenos Aires, Berlin, San Francisco, New York, Durham, Helsinki, London, Vienna among others and Aaaaarg has grown over the years into "a community of researchers and enthusiasts from contemporary art, critical theory, philosophy, and related fields who maintain, catalog, annotate and run discussions relevant to their research interests".<ref name="Monoskop Aaaaaarg"/>
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{{Outerlink|https://library.memoryoftheworld.org|see archive: Memory of the World}}
Sean Dockray describes AAAARG as "a conversation platform - at different times it performs as a school, or a reading group, or a journal. AAAARG was created with the intention of developing critical discourse outside of an institutional framework. But rather than thinking of it like a new building, imagine scaffolding that attaches onto existing buildings and creates new architectures between them."  <ref name="Dockray Materialities page 158"/>
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A second example is <b>Memory of the World</b> set up by Marcell Mars and Tomislav Medak around 2012. They explain that Memory of the World has two main aims: firstly, to make a case for the institution of the public library and its principle of universal access to knowledge; secondly, to explore and develop distributed internet infrastructure for amateur librarians. Memory of the World invites amateur librarians to scan their book collections and upload the digital PDFs or e-pubs to the shared repository for others to download. Convinced that knowledge should be free and not curtailed by big publishing monopolies or copyright notes, Memory of the World offers a new interpretation of what a public library could be. Or in Balázs Bodó's words, "users left to their own devices, can produce a library by themselves for themselves. In fact, users are the library. And when everyone has the means to digitize, collect, catalog, and share his/her own library, then the library suddenly is everywhere." (Bodó 2015, 10)
Asked to explain the model of scaffolding Dockray explains:
 
:::"The image of scaffolding was simply a way of describing an orientation with respect to institutions that was neither inside nor outside, dependent nor independent, reformist or oppositional, etc. At the time, the institutions I meant were specifically Universities, which seemed to have absorbed theory into closed seminar rooms, academic formalities, and rarefied publishing worlds. [...] When a reading group uploaded a few texts as a way to distribute them among members, those texts also stayed available. [...] The concept of ‘Issues’ provided a way for people to make subjective groupings of texts, from ‘anti-austerity encampment movements’ to ‘DEPOSITORY TO POST THE WRITTEN WORKS OF AMERICAN SOCIALISM. NO SOCIAL SCIENCES PLEASE.’ These groupings could be shared so that anyone might add a text into an issue, an act of collective bibliography-making. The idea was that AAAAARG would be an infinite resource, mobilized (and nurtured) by reading groups, social movements, fringe scholars, temporary projects, students, and so on." <ref name="Dockray Materialities page 166"/>
 
  
Quite importantly there is no moderation of the site beyond the maintenance of the server and the technical infrastructure. This open approach distinguishes it from other shadow libraries and shows how aaaaarg transcends the narrow understanding of a library as a service of supplying distinct and finite objects to distinct and individual readers.
 
  
{{Outerlink|https://monoskop.org/|Monoskop}}
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<b>Aaaaarg.fail,</b> comes at the issue from a slightly different angle. It is an online text repository, which initially served as a library for the "The Public School," a framework supporting autodidact activities that began in Los Angeles in 2007.<ref name=" Public School"/> The Public School's initiators, Fiona Whitton and Sean Dockray, were critical of the assumption that a curriculum must always come with an institutionalized agenda defining a prescribed canon of learning. In the Public School, people propose classes they'd like to take or want to teach.<ref name=" Dockray interview"/> The Public School has now spread to other cities, including Buenos Aires, Berlin, San Francisco, New York, Durham, Helsinki, London, Vienna among others. Aaaaarg has grown over the years into "a community of researchers and enthusiasts from contemporary art, critical theory, philosophy, and related fields who maintain, catalog, annotate and run discussions relevant to their research interests."<ref name=" Monoskop Aaaaaarg"/>
''Monoskop'' is similar to aaaarg in such as it is a wiki (including a blog) where everyone can contribute. Set up by Dušan Barok (Amsterdam) it is an online repository that "aggregates, documents and maps works, artists and initiatives related to the avant-gardes, media arts and theory, and activism".
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Sean Dockray describes aaaaarg as "a conversation platform – at different times it performs as a school, or a reading group, or a journal. Aaaaarg (originally aaarg, an acronym that stands for "Artists, Architects, and Activists Reading Group")<ref name="Basile"/> was created to develop critical discourse outside of an institutional framework. But rather than thinking of it like a new building, Dockray suggests imagining scaffolding that attaches onto existing buildings and creates new architectures between them."<ref name="Dockray Materialities page 158"/> Quite significantly, there is no moderation of the site beyond the maintenance of the server and the technical infrastructure. This open approach distinguishes it from other shadow libraries and, most importantly, it shows that aaaaarg transcends the understanding of a library "as service" supplying distinct and finite objects to distinct and individual readers.
Here the emphasis focuses on the implications of digital-networked textuality for knowledge production. In an interview with Annet Dekker, Dušan explains "besides providing access, digital libraries are also fit to provide context by treating publications as a corpus of texts that can be accessed through an unlimited number of interfaces designed with an understanding of the functionality of databases and an openness to the imagination of the community of users."
 
  
Monoskop experiments with the specificity of digital text, which is as Dušan claims different both to oral speech and printed books. "Orality emphasizes the sequence and narrative of an argument, in which words themselves are imagined as constituting meaning. Specific to writing, on the other hand, is referring to the written record; texts are brought together by way of references, which in turn create context, also called discourse. Statements are ‘fixed’ to paper and meaning is constituted by their contexts—both within a given text and within a discourse in which it is embedded. [...] The flattening effects of the index really transformed the ways in which we come to ‘know’ things. [...] This can be done by creating layers of classification, interlinking bodies of texts through references, creating alternative indexes of persons, things and terms, making full-text search possible, making visual search possible—across the whole of corpus as well as its parts, and so on. [...] To ‘write’ a ‘book’ in this context is to produce a searchable database instead." <ref name ="Annet Dekker"/> Monoskop does exactly this on its wiki. {{Outerlink|https://monoskop.org/Digital_libraries/|Monoskop, Compendium of digital shadow libraries}}
 
{{Outerlink|https://monoskop.org/reader/|Monoskop, Inverse Reader}}
 
It also provides a compendium of digital shadow libraries and a reader is a collection of writings, talks and conversations about shadow, independent and artists’ digital libraries. <ref name ="Monoskop reader Creating Commons"/>
 
  
To discuss what the digital intertextuality means within academic contexts in analysis.
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{{Outerlink|https://monoskop.org/|see archive: Monoskop}}
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{{Outerlink|https://monoskop.org/Digital_libraries|see: Monoskop, Compendium of digital shadow libraries}}
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{{Outerlink|https://monoskop.org/reader/|see: Monoskop, Inverse Reader}}
  
There is a second strand of shadow libraries and digital collections that share the aim to counter institutional distribution monopolies, however, these repositories differ in one crucial aspect from user-generated peer-to-peer platforms in that they are individually curated. ''Ubuweb'', for example, is a curated online archive for text, audio, and video set up by US based conceptual writer Kenneth Goldsmiths in xx. ''The Public Collectors'' online archive is curated and maintained by Marc Fisher (Temporary Services) in Chicago.<ref name="Public Collectors"/>  Antonia Hirsch’s ''The Surplus Library on Affect & Economic Exchange'' instigates the lending of individually owned hardcopy books, mediated through an online platform, which indicates the location of the book to be lent from (mostly) private book collections.<ref name="Surplus" />
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<b>Monoskop</b>, set up and run by Dušan Barok (Amsterdam), is akin to aaaaarg in that it is a wiki (including a blog) where anyone (who creates a wiki account) can contribute. Monoskop creates a densely networked repository by aggregating and interlinking documents, works, and initiatives related to the avant-gardes, media arts and theory, and activism. In an interview with Annet Dekker, Barok explains that "besides providing access, digital libraries are also fit to provide context by treating publications as a corpus of texts that can be accessed through an unlimited number of interfaces designed with an understanding of the functionality of databases and an openness to the imagination of the community of users. [...] This can be done by creating layers of classification, interlinking bodies of texts through references, creating alternative indexes of persons, things, and terms, making full-text search possible, making visual search possible – across the whole of the corpus as well as its parts, and so on." (Dekker 2017). The Monoskop wiki is a structure that truly highlights potential of intertextuality in digital libraries. It provides, for instance, a compendium of digital shadow libraries as well as a reader linking to a wide range of writings, talks, and conversations about digital libraries, whether shadow, independent or artistic.<ref name ="Monoskop reader Creating Commons"/>
This second set of critical archiving is not user run and is in most cases tightly connected to an individual (artist). The question and problem which has been addressed in recent activist discourse is to find ways how such infrastructures could be collectivized in order to secure the accessibility and usability of decades of content digitizing and archiving for future generations. These questions of maintenance are huge, as are questions of legal prosecution.<aaaaarg take-down note" />
 
  
Book pirates under certain conditions according to Bodo B. can be powerful agents of change. "Their agency rests on their ability to challenge the status quo and resist cooptation or subjugation. In that effect, digital pirates seem to be quite resilient (Giblin, 2011; Patry, 2009). They have the technological upper hand and so far they have [often] been able to outsmart any copyright enforcement effort. As long as it is not completely possible to eradicate file-sharing technologies, and as long as there is a substantial difference between what is legally available and what is in demand, cultural black markets will be here to compete with and outcompete the established and recognized cultural intermediaries. Under this constant existential threat, business models and institutions are forced to adapt, evolve or die." (Bodo page 3)
 
  
Bodo B. points out book pirates also excel some of the core services of libraries. For the moment pirate libraries provide significantly better services than most of the institutional libraries. They offer far more electronic books, with much fewer restrictions and constraints, to far more people, far cheaper than anyone else in the library domain. (Bodo page 4) Libraries have to adjust, book piracy needs to be taken seriously, not just as a threat, Bodo. B. claims, but as an opportunity. Having described the library as "infrastructure" (above), the challenge for institutional libraries seems to learn from pirate libraries how these operate and how they interact with their users. Pirate libraries basically ''are'' the products of their readers. And since readers and authors decide what should go in, questions of validation become obsolete. Here the need to campaign for the inclusion of topics serving marginalized groups, (like the library newsletter Synergy Magazine" above) would transform into the task to develop a repository of relevant information and knowledge. Here the library could potentially become a decentralized, distributed, commons-based institution created and maintained through peer production.
 
  
The above-described practices share the concern of providing access to knowledge, which is not collected by institutional libraries or archives for a range of outlined reasons. Built into the question of access is the question of finding, and as such naming, indexing and cataloging that the following section will discuss.
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The second strand of shadow libraries and digital repositories that should be mentioned here also aim to counter enclosures and monopolies but they differ in one crucial aspect from user-generated peer-to-peer platforms in that they are individually curated. <b>Ubuweb</b>, for example, is a meticulously curated online archive for text, audio, and video run by US-based conceptual writer Kenneth Goldsmith. <b>The Public Collectors</b> online archive is administered by Marc Fisher (Temporary Services) in Chicago; it hosts "cultural artifacts that public libraries, museums and other institutions and archives either do not collect or do not make freely accessible".<ref name=" Public Collectors"/>  Antonia Hirsch's <b>The Surplus Library on Affect & Economic Exchange</b> promotes the lending of privately owned hardcopy books, mediated through an online platform, which indicates the location of the books available for lending..<ref name="Surplus" /> This second set of critical archiving practices is mostly connected to an individual (artist). This raises the question of maintenance, a problem that has been getting increasingly more attention in recent activist discourse. Strategies are needed to secure the accessibility and usability of this work – often decades of digitizing and archiving content – for future generations. How could such infrastructures be collectivized? The questions of maintenance are pressing, as are those of legal prosecution.<ref name="aaaaarg take-down note" />
  
=Radical Librarianship – institutional: Questions of organization and classification=
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Ultimately, the question that emerges is what could institutional libraries learn from "extitutional" and disobedient practices? Balázs Bodó points out that book pirates excel in some of the core services of libraries. "For the moment, pirate libraries provide significantly better services than most of the institutional libraries. They offer far more electronic books, with much fewer restrictions and constraints, to far more people, considerably cheaper than anyone else in the library domain". Therefore, the question is not meant as a joke, but as instigation to learn from book piracy, to take it seriously, not just as a threat, as Bodó proposes, "but as an opportunity". (Bodó 2015, 4)
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Following on the discussion of "extitutional" librarianship, a term used in Constant's practice in Brussels (see above), I will map a range of practices that intervene in institutional contexts. They disrupt or adjust in different ways institutionalized processes and habits of distribution, organization, and bibliographical practices.
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=Radical Librarianship – "institutional": Questions of organization and classification=
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{{Interlink|5_Reflection,_theorization_of_projects#Perspectives_and_framing_under_the_disguise_of_neutrality|see chapter 05*Reflection theorization of projects: Perspectives and framing under the disguise of neutrality}}
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We are now moving from community-run, code-based searchable online repositories into the halls of a library building with shelves, shelfmarks, subject headings, and printed volumes tagged with unique identifier labels. It is a highly classified space that formalizes and arranges knowledge into categories, both intellectually and spatially. As librarian and scholar Emily Drabinski explains, classifications are built of two parts: subject headings that locate materials intellectually (grouping them under a defined subject) and call numbers that translate the intellectual map into the linear reality of library shelves. "Subject headings fix books in a stable intellectual space, call numbers fix them in physical space. Each subject heading is correlated with a number that places the book in linear order on library shelves. This is an inescapable material constraint; each book can occupy one and only one space on a library shelf." (Drabinski 2009, 16)
  
{{Interlink|Reflection,_theorisation_of_projects#Perspectives_and_framing_under_the_disguise_of_neutrality|see Reflection theorization: Perspectives and framing under the disguise of neutrality}}
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The catalog captures and represents the knowledge in the collection via index cards. They list the author's name and the book's title, the metadata description (format, publisher, year, etc.), the subject heading (the field), keywords (what it is about) and the book's shelfmark (the location in the library). In such a traditional physical setting, the entry points for searching are limited to either author name, subject heading, keywords in the catalog, or eventually, to serendipitous browsing of the shelves (good neighbors). The library, therefore, is a place of rigorous organization and discipline.
{{Interlink|LINK|See: Paper at research day}} Classifying, indexing, naming or key-wording is always an act of interpretation. It frames and therefore controls how/whether content will be found and how it will be read. I discuss the contradictions and conflicts that come with the power to name in the section "Perspectives and framing under the disguise of neutrality".
 
  
We are now moving from code based searchable online repositories into the halls of a library building with shelves, shelfmarks, subject headings, and printed volumes tagged with a unique identifier label. It is a highly classified space that intellectually and spatially formalizes and arranges knowledge into categories. Librarian and scholar Emily Drabinski explains: "Classifications are built of two parts: subject headings that locate materials intellectually [grouping them under a defined subject], and call numbers that translate the intellectual map into the linear reality of library shelves. [...] Where subject headings fix books in stable intellectual space, call numbers fix them in physical space. Each subject heading is correlated with a number that places the book in linear order on library shelves. This is an inescapable material constraint; each book can occupy one and only one space on a library shelf."<ref name ="Drabinski Gendered S(h)elves page 16"/>  
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The two most widespread classification systems are (i) Dewey's Decimal Classification system (DDC) – the prevailing system in public and research libraries outside of the US and (ii) Library of Congress Subject Headings (LCSH) – that govern mainly libraries in North America. In addition to these, there are also a few National Standards – in Sweden, for example – and other classification systems outside the Global North.<ref name ="experimental classification systems"/>
  
The catalog captures and represents the knowledge in the collection via index cards. They list the name of the author and the book’s title, the metadata description (format, publisher, year, etc.), the subject heading or shelfmark (what is it about) and the book’s shelfmark (to locate it in the library). In such a traditional physical setting, entry points for search are limited to author name or subject heading in the catalog or serendipity browsing the shelf (good neighbors). The library, therefore, is a place of rigorous organization and discipline.
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The two main systems are based on a "universal language" and a so-called "controlled vocabulary" to formalize the classifications and the terms used. There are inherent limits to the concept of "universal language" that I discuss in detail in chapter 05*Reflection, theorization of projects: Perspectives and framing under the disguise of neutrality. Descriptors are not neutral: whether classifying, indexing, naming, or key-wording, there is always an act of interpretation. They frame and therefore control whether content will be found and to an extent how it will be read. Melvil Dewey's biographer, for example, points out that DDC is grounded in "a patriarchal White Western (and Christian)" worldview and therefore excludes a whole range of alternative perspectives on humanity's knowledge.<ref name ="Wiegand-Dewey"/> Another caveat regarding DDC is identified by philosopher Hope Olson (2001, 652) who asserts that "DDC typically follows the liberal approach of instituting equality or sameness more often than it represents diversity. The problem of equality is its homogenizing presumption that the same model will apply universally."
  
The two most widespread classification systems are (i) Dewey's Decimal Classification system (DDC) – dominating public and research libraries outside of the US and (ii) Library of Congress Subject Headings (LCSH) – that govern mainly in libraries in North America. There are also few National Standards, in Sweden for example. <ref name ="experimental classification systems"/>
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We have three dilemmas that I summarize here and will discuss in more detail in chapter 05*Reflection, theorization of projects. Firstly, descriptors are needed, but an universal "one size fits all" approach is known to be inadequate for some purposes. Library users seeking material outside of traditional mainstream topics will often be met with frustration, as they are likely to miss relevant materials, or indeed be unable to find any at all.  
  
{{Interlink|Reflection,_theorisation_of_projects#Perspectives_and_framing_under_the_disguise_of_neutrality|see Reflection theorization: Perspectives and framing under the disguise of neutrality}}
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Secondly, the implicit function of naming is to delimit one thing from another. However, such delineations are intrinsically based on particular cultural perspectives – as described regarding DDC above – and can potentially invite and inscribe distortions, exclusions, and marginalizations into systems that rely on those operations..
Both systems are based on a "universal language" and a so-called "controlled vocabulary" in order to formalize the classifications and the terms used. There are implicit limits to the concept of "universal language" that I discuss in detail in the section "Perspectives and framing under the disguise of neutrality". Descriptors are never neutral. Melville Dewey's biographer points for example out that DDC is grounded in “a patriarchal White Western (and Christian)” worldview and therefore excludes a whole range of alternative perspectives on humanity’s knowledge. <ref name ="Wiegand-Dewey"/>
 
  
Another caveat with DDC is observed by philosopher Hope Olson who claims that "DDC typically follows the liberal approach of instituting equality or sameness more often than it represents diversity. The problem of equality is its homogenizing presumption that the same model will apply universally." <ref name="Olson 652"/>
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And thirdly, as Emily Drabinski (2008, 198) notes, "we cannot do a classification scheme objectively; it is the nature of subject analysis to be subjective. [...] Classification schemes are socially produced and embedded structures. They are products of human labor that carry traces of all the intentional and unintentional racism, sexism, and classism of the workers who create them."
We have three dilemmas here, firstly descriptors are needed, but there is an insight that there is no universal "one size fits all" approach, since library users seeking material on topics outside of a traditional mainstream will meet with frustration in finding nothing, or they will find something but miss relevant materials.  
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Secondly, the implicit function of naming is to delimit one thing from another. However, delineations are intrinsically always based on a particular perspective/approach/cultural influence, as has been shown with Dewey classifications above and bring exclusions, marginalizations, and distortions.
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 +
==Prejudices and Antipathies==
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[[File:Berman prejudices-antipathies.jpg|thumb|right|200px|Sanford Berman, <i>Prejudices and Antipathies: A Tract on the LC Subject Heads Concerning People</i>.]]Similarly to DDC, the subject headings at the Library of Congress have come under critical scrutiny since Sanford Berman published his study <i>Prejudices and Antipathies: A Tract on the Library of Congress Subject Heads Concerning People</i> in 1971 (Berman, 1971). Berman's study revealed that the Library of Congress Subject Headings, particularly those that are used to identify groups of people, perpetuate "the exclusionary cultural supremacy of the mainstream patriarchal Euro-settler culture." (Olson 2000, 54). In a word, many subject headings exhibit "bias" in favor of particular points of view, and against others. Many possible subject headings are omitted altogether. Substantial research has been done, and concerns raised. [[File:Steven A. Knowlton (2005) page 130.jpg|thumb|200px|left|link=|Steven A. Knowlton, "Three Decades since Prejudices and Antipathies: A Study of Changes in the Library of Congress Subject Headings"]]
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Berman's careful reasoning for each entry makes this work particularly relevant and insightful. Some of the subject descriptors Berman identified and for which he recommended carefully reasoned "remedies" showed, in Berman's view, open racism, homophobia, and misogyny. He suggested the subject heading "Pan-Pacific relations" instead of "Yellow Peril." "Race Relations" for "Race Question." "Mexican-Americans" instead of "Mexicans in the US" and the cross-reference "Sexual Perversion" for "Homosexuality" and "Lesbianism" was eventually deleted. By 2005, 64% of Berman's "remedies" had been implemented in the Library of Congress Subject Headings.<ref name= "Knowlton"/>
  
And thirdly, as Emily Drabinski notes, "we cannot do a classification scheme objectively; it is the nature of subject analysis to be subjective. [...] Classification schemes are socially produced and embedded structures. They are products of human labor that carry traces of all the intentional and unintentional racism, sexism, and classism of the workers who create them." <ref name="Drabinski1"/>
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==Prejudices and Antipathies==
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==KvinnSam, the National Resource Library for Gender Studies at Gothenburg University==  
[[File:Berman prejudices-antipathies.jpg|thumb|right|150px|Sanford Berman, "Prejudices and Antipathies: A Tract on the LC Subject Heads Concerning People"]]Similarly to DDC, the subject headings at the Library of Congress have come under critical scrutiny since Sanford Berman published his study "Prejudices and Antipathies - A Tract on the Library of Congress Subject Heads Concerning People" in 1971. <ref name="Berman Prejudices"/> Berman's study revealed that Library of Congress Subject Headings, particularly those that are used to identify groups of people, perpetuate “the exclusionary cultural supremacy of the mainstream patriarchal, Euro-settler culture” <ref name="Olson 2000 page 54"/> In a word, many subject headings exhibit “bias” in favor of particular points of view, and against others, as well as ommissions. Substantial research has been done and concerns raised. [[File:Steven A. Knowlton (2005) page 130.jpg|thumb|200px|right|link=|Steven A. Knowlton, "Three Decades since Prejudices and Antipathies: A Study of Changes in the Library of Congress Subject Headings"]]
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{{Outerlink|http://www2.ub.gu.se/kvinn/|see website: Kvinnsam at Gothenburg University}} Cataloging not only controls how specific content is framed, but it also determines whether content is likely to be found at all.<ref name=" search engines"/> At Gothenburg University, as early as 1958, three librarians and archivists, Eva Pinéus, Asta Ekenvall, Rosa Malmström, started collecting and cataloging women's literature about women's struggle for suffrage and founded, as a private initiative, the "Women's History Archive". Their aim was threefold: to collect manuscripts and archives documenting the Swedish women's movement; to compile and catalog literature on women and to index it in such a way as to make gender aspects manifest; and thirdly, to support scholarship on women studies by publishing research reports and dissertations on women's history for a wider market. When in 1971 the collection became part of Gothenburg University, they became aware that within the holdings of the University library there was plenty of material relevant to women and gender struggles, but it was not cataloged as such. The relevant keywords were missing and, therefore, hard to find. The librarians started to establish a parallel keyword catalog, "Kvinnsam", by indexing – through analog means–  the existing holdings of Gothenburg University library with the aim of making aspects of gender manifest and, therefore, searchable. Today, KvinnSam is a parallel digital keyword catalog at Gothenburg University library for finding gender-related material, resources that would not be likely to appear as results of a search in the standard catalog.<ref name="Kvinnsam1"/>
To cite just a few will give a first impression, but it is Bermans carefully reasoning for each entry that makes this work so important and insightful.  
+
<br/>
Some of the subject descriptors Berman pointed out and for which he recommended carefully reasoned "remedies" were showing open racism, homophobia, and misogyny. He suggested the subject heading "Pan-Pacific relations" instead of "Yellow peril". "Race relations" for "Race question". "Mexican-Americans" instead of "Mexicans in the U.S." and the cross-reference "Sexual Pervasion" for "Homosexuality" and "Lesbianism"  was eventually deleted. In 2005, according to a study, 64% of Bermans "remedies" had been implemented.<ref name="Knowlton"/>  
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<br/>
  
 +
==Feminist Search Tool==
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{{Outerlink|https://feministsearchtool.nl/.|see website: Feminist Search Tool}}
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Similar concerns regarding the implicit biases in the organization of knowledge drives a group of contemporary artists, who are affiliated with the Read-in Collective in Utrecht. In collaboration with librarians at the Utrecht University library, they developed a "Feminist Search Tool", departing from the question: "Why are the authors of the books I read so white, so male, so Eurocentric?"<ref name=" Feminist Search Tool"/> The group developed a digital interface that maps the existing library records at Utrecht University (2006–16) applying different search categories, such as race, gender, ethnicity, nationality, and class. Users can apply different filters to their search (language of publication, place of publication, type of publisher, gender of the author) with the results then mapping how many female non-Western authors and female authors of color are represented in the library holdings and thus reveal the inclusion and exclusion mechanisms of our knowledge institutes.
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[[File:Feminist Search Tool.jpg|thumb|300px|right|link=https://feministsearchtool.nl/|Feminist Search Tool, Utrecht University library]]
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In contrast to the KvinnSam subject search developed in Gothenburg, it is not a search engine for "known-item or delivery search", which is a search for a specific item for which either the authors or the title is known. Instead, the Feminist Search Tool operates as an "awareness-raising tool to stir conversations about the inclusion and exclusion mechanisms that are inherent to our current Western knowledge economy and our own complicities in (re)producing what is considered as 'knowledge' (and what is not)."<ref name=" Feminist Search Tool"/> As such this intervention is not to be seen as a replacement for the library catalog, "but [as] a supplementary tool for any inquiring person to approach one's own biases and taken for granted truths that one is reproducing while studying and researching."<ref name=" Feminist Search Tool"/>
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<br/>
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==Infrastructural Manœuvres, Rietveld and Sandberg Library Amsterdam==
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{{Outerlink|https://catalogue.rietveldacademie.nl/about.html|see website: Infrastructural Manœuvres}}
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Infrastructural Manœuvres at the Gerrit Rietveld Academy in Amsterdam could be discussed in the Shadow Libraries section above, but as it is an initiative by librarians and critical code practitioners located at an art academy, I will consider it here, as an intervention in an institutional setting. Infrastructural Manœuvres was initiated by Anita Burato and Martino Morandi in 2018 to explore the limitations as well as the possibilities of a library's technical infrastructure. Convinced that there is "no such thing as 'technical' choices'" they introduce with Infrastructural Manœuvres a more "generalist and collective approach to the socio-technical issues" of infrastructure.<ref name="Infrastructural Manoeuvres"/>
  
<br clear=all>
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[[File:Infrastructural Manoevres-lowres.jpg|thumb|300px|right|link=|Infrastructural Manœuvres at the Library, Raspberry Pi, 2019.]]
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They do this by, for example, abandoning the "cloud service" model, as this standard set-up does not allow librarians to directly access the catalog but merely to use a preset interface provided by the service company. Instead, Infrastructural Manœuvres approached the IT department of the art school to be able to set up the open source "Evergreen Integrated Library System"<ref name="Evergreen"/> on one of the academy's servers subsequently and went through the process of installing this system and learning how it works. This move away from proprietary software with limited choices to using Evergreen open-source software opened up the possibilities for different layers of usage and engagement with the catalog and, most importantly, the potential for modification.
  
==KvinnSam, the National Resource Library for Gender Studies at Gothenburg University==
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This switch is informed by the desire to "understand and care" for the catalog software and to question the prevailing separation between the user and the service systems, as well as the division between the work of a technician and the work of those using a technical structure. This approach is rather radical: it redefines both the role of the library as a service provider as well as the role of the student as a service receiver, i.e., user. In contrast, Infrastructural Manœuvres promotes a collective effort to explore and understand the different layers of the catalog and its interface.
However, cataloging is not only controlling how specific content is being framed, it also determines whether content will be found at all. <ref name="search engines"/> As early as 1958 three librarians,  Eva Pinéus, Asta Ekenvall, Rosa Malmström started collecting and cataloging women literature, material about women's struggle for suffrage and founded, as a private initiative, the Women's History Archive. Their aim was threefold, to collect manuscripts and archives documenting the Swedish women’s movement, To collect and catalog literature on women and to index it in such a way as to make gender aspects manifest and to support scholarship on women by publishing research reports and dissertations on women’s history for a wider market. When in 1971 the collection became part of Gothenburg University, they got aware that within the existing holdings was plenty of material relevant to women and gender struggle, but it was not cataloged as such. The relevant keywords were missing and therefore hard to find. The librarians started to establish a parallel keyword catalog, Kvinnsam, analog at the time, by indexing the already existing holdings of Gothenburg University library in order to make aspects of gender manifest and therefore searchable. Today, KvinnSam is a parallel digital keyword catalog at Gothenburg University library for finding specific gender-related material, resources that would not show up in the standard catalog. <ref name="Kvinnsam1"/>
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For example, the "Online Public Access Catalog" (OPAC) that forms the front end of the catalog does not show the MARC records (Machine Readable Cataloging)<ref name="MARC"/> on which the OPAC is based. MARC records are standardized templates with predefined form fields that enable the sharing of bibliographic resources across information systems using a common format.
  
==Feminist Search Tool==
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Infrastructural Manœuvres experiment with making these records (and their implicit limitations) not just readable, but also to a certain extent "writable". Writable here can mean that (standard) record entries – that are usually "untouchable" – can be discussed, negotiated, and changed. This is an attempt to make porous categories that were assumed to be fixed and stable. This undertaking raises interesting questions of regarding authority, responsibility and accountability in the representation of knowledge.
Similar activism to question the architecture and implicit biases in the organization of knowledge drives a group of contemporary artists, who are affiliated with the Read-in Collective in Utrecht. In collaboration with some librarians at the Utrecht University library, they developed a Feminist Search Tool, which starts from the question: “Why are the authors of the books I read so white, so male, so Eurocentric?” <ref name="Feminist Search Tool"/> To answer this question they developed a digital interface, based on the library’s Marc21** fields,  an international digital cataloging standard (Machine-Readable Cataloguing), which aims to map the existing library records (from 2006-2016) applying different categories, such as race, gender, ethnicity, nationality, class. The digital interface invites the users to apply different categories to their search and maps the existing library records from 2006 – 2016 according to selected filters, such as the language of publication, place of publication, type of publisher, the gender of the author. [[File:Feminist Search Tool.jpg|thumb|300px|right|link=https://feministsearchtool.nl/|Feminist Search Tool, Utrecht University library]]
 
  
The search results then map how many female non-Western authors and female authors of color are represented and therefore reveal inclusion and exclusion mechanisms of our knowledge institutes. In contrast to the KvinnSam subject search developed in Gothenburg, it is not a search engine for "known-item or delivery search, which is a search for a specific item for which either the authors or the title is known. Instead, the Feminist Search Tool operates as an “awareness-raising tool to stir conversations about the inclusion and exclusion mechanisms that are inherent to our current Western knowledge economy and our own complicities in (re)producing what is considered as ‘knowledge’ (and what is not).”<ref name="Feminist Search Tool"/> As such this intervention is not be seen as a replacement for the UU library catalog, “but a supplementary tool for any inquiring person to approach one’s own biases and taken for granted truths that one is reproducing whilst studying and researching”.<ref name="Feminist Search Tool"/>
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[[File:Screen Shot of draft Rietveld new library catalog interface 01.png|thumb|300px|left|link=|Draft version of Rietveld's new library catalog interface showing the MARC fields, as well as a feature "selection" that contextualizes the book by connecting it to related materials, 2020.]]
  
==Infrastructural Maneuvers, Rietveld and Sandberg Library Amsterdam==
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[[File:Screen Shot of draft Rietveld new library catalog interface 02.jpg|thumb|300px|left|link=|Draft version of Rietveld's new library catalog interface, 2020.]]
The ''Infrastructural Maneuvers'' initiative at the Gerrit Rietveld Academy in Amsterdam could be discussed under the section digital shadow libraries but since it is an initiative by librarians and coders associated with the Rietveld Academy library and since it is located in the Rietveld library I discuss it here, as an intervention in an institutional setting. 'Infrastructural Manoeuvres' was initiated to foreground the role and possibilities of a library's technical infrastructure, opening it up to reflection and experimentation.
 
[[File:Infrastructural Manoevres-lowres.jpg|thumb|300px|right|link=|Infrastructural Maneuvers at the Library, Raspberry Pi, 2019]]
 
Moving away from proprietary software, that provides a paid service with limited choices they use Evergreen, an open source software that allows different types of usages and, most importantly, modification.<ref name="Evergreen" />
 
They also parted from the "cloud service" model since it does not allow the library to actual access its own catalog, but merely to an interface provided by the service company. Instead, they set up a local Raspberry Pi, an autonomous server, that is accessible from within the Academy building.
 
This move is informed by the stated need to "understand and care" for the catalog software and to question the separation between users and service systems as well as the separation between the work of a technician and the work of those using a technical structure. Infrastructural Manoeuvres aims instead
 
for a generalist and collective approach to socio-technical issues, as they describe the project on the website. Consequently, this triggered a lot of negotiations inside the school, for example with the IT department, who is not necessarily supportive.<ref name="Infrastructural Manoeuvres" />
 
  
This approach is rather radical because it redefines both the role of the library as a service provider as well as the character of the student as a service receiver, the user. Instead, it instigates a collective effort to expose the catalog and its interface to experiments and collaboration which in the development phase takes place in workshops and discursive events. The success and complexity of such an intervention entirely depend on the take up of the art academy community.
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In addition, Infrastructural Manœuvres experiment with ways to track and record these changes in order to show that the records themselves are cultural objects. This is an important shift, as the catalog user doesn't usually see "the dramas of cataloging,"<ref name="IM conversation"/> i.e. the negotiations and rationales that lead to a catalog entry. By making the book records readable and writable these rationales and decisions can be discussed and adjusted. Currently in the development phase, this takes place in the form of workshops and discursive events at the art school.
  
The new collection developing on the Raspberry Pi, accessible on ''Splotr.rietveldacademie.nl'', is not only hosting digital books sourced from shadow libraries it also experiments with hosting related materials, discussion notes, bibliographies generated by a book. Martino has also described it as a 'log system' of different events around a book, making the boundaries of a traditional library system more porous for other sources entering and leaving the library. <ref name="Infrastructural Manoeuvres 2" />
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Another infrastructural choice was to set up a Raspberry Pi, a local autonomous server – "Splotr.rietveldacademie.nl" – that is only accessible from within the Academy building. This local network encourages for the sharing of digital formats within the perimeter of the school, but not on the internet. In this way, materials can be circulated at a smaller scale and in a more informal context, allowing for a different quality of encounters and collaborations. The informal repository hosts digital books, texts, and documents sourced from online shadow libraries, but also related materials such as discussion notes, and bibliographies, references and affinities generated by a book's content. During a joint workshop, Martino described it as a "log system" of different events around a book, one that keeps the context and maps the relational web of knowledge practices.<ref name="Infrastructural Manoeuvres 2"/>  
  
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The library catalog and the activities on Splotr interact – the catalog entries link to the associated materials on Splotr. Here the catalog and the records are approached as sites of local knowledge and negotiation, rather than authoritative and stable bibliographic descriptions. Infrastructural Manœuvres' activities make plain that the library catalog, often seen as an abstract and merely functional searchability tool, can potentially be turned into a site of negotiation, and critical reflection on its own contradictions and conflicts.
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==Teaching the Radical Catalog==
 
==Teaching the Radical Catalog==
  
Sanford Berman's interventions to "remedy" some of the openly racist, homophobic and sexist descriptors in the LC Subject Headings have certainly drawn attention to the hegemonic nature and bias of classification. However, as Emily Drabinski and several other critical librarians argue, while Berman was campaigning to improve the thesaurus he leaves the structural problems untouched. He did not take issue with the general goal of library classifications to bring human knowledge together under a single unifying, universalizing structure and language.
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In a similar vein, Emily Drabinski proposes to shift one's understanding of the library catalog as a mere search tool to a much deeper engagement, via the form of discourse and teaching. Her rationale is that Sanford Berman's interventions to "remedy" some of the openly racist, homophobic, and sexist descriptors in the LC Subject Headings have certainly drawn attention to the hegemonic nature and bias of classification. However, she argues, while Berman was campaigning to improve the thesaurus, he leaves the structural problems untouched. He did not take issue with the general goal of library classifications of bringing human knowledge together under a single unifying, universalizing structure and language, but worked from the assumption that there "could" actually be a "right" language, that "could" be universally understood and applied. <ref name="Berman 2"/>
He started with the assumption that there actually ''could'' be a "right" language, that ''could'' be universally understood and applied. <ref name="Berman 2"/>
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In contrast, Drabinski contends that the politics of language are virtually always contested, as they are informed by cultural practices and reflective of social power. Therefore, "the struggle for a universal "right" language does not account for how language is inherently political and contextual (Drabinski 2008, 202).
In contrast, Drabinski argues that the politics of language are virtually always contested since it is culturally informed and reflective of social power. Therefore, "the struggle for a universal “right” language does not account for the ways in which language is inherently political and contextual. <ref name="Drabinski Rad Cat page 202"/>
 
  
{{Interlink|Reflection,_theorisation_of_projects#Classification_.E2.80.94_an_architecture_to_house_the_universe_of_knowledge|See discussion of hierarchical structures in: Reflection theorization: classification - an architecture to house the universe of knowledge}}
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{{Interlink|5_Reflection,_theorization_of_projects#Classification_.E2.80.94_a_hierarchical_architecture_to_house_the_universe_of_knowledge|see chapter 05*Reflection, theorization of projects: classification an architecture to house the universe of knowledge}}
A further problem is that classification's function to fix and to name creates a static and hierarchical structure that does not allow for language and descriptors to be in motion, when it comes to describing shifting identities, for example, in lesbian, gay and trans contexts. <ref name="Drabinski trans vocabulary"/> Once a book is cataloged and assigned a category it stays on the very shelf once it has been placed there.  
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A further problem is that classification's function of fixing and naming creates a static and hierarchical structure that does not allow for language and descriptors to be in motion when it comes to describing shifting identities, for example, in lesbian, gay, and trans contexts (Drabinski 2013, 94–111). Once a book is cataloged and assigned a shelfmark, it mostly stays on the very shelf it has been placed.  
  
But library classifications are necessary, we would not find stuff without them. And yet they are problematic. Lot's of initiatives have come up with bespoke and user-centered classifications that develop a local solution and a contextual and thesaurus for their contents. <ref name="user-centered classification"/>  
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Library classifications, however, remain necessary; we would not find the material we sought without them. And yet they are problematic. Therefore, a range of initiatives have come up with bespoke and user-centered classifications that develop a local solution and a contextual thesaurus for their contents.<ref name="user-centered classification"/>  
These experimental approaches are possible in smaller and independent libraries. In big research or public libraries however, the amount of extra labor that a constant adjusting would cause seems a prohibitive factor in the face of efficiency.
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These experimental approaches seem possible in smaller and independent libraries. In larger research or public libraries, however, the amount of extra labor that the constant adjusting of catalog records would cause seems prohibitive.It is a double-bind. We understand the limits and power enacted by classification systems and, at the same time – for practical reasons are not able to address them inside the catalog itself. Therefore Drabinski proposes to "teach the radical catalog". Combining information literacy with radical pedagogy, she openly discusses such issues with students, drawing attention to the fact that the catalog they engage with is a necessarily flawed construct. Paulo Freire calls this "problem-posing education" in contrast to the "banking model" of education.   
It is an interesting double-bind: we understand the limits of and power enacted by classifications and at the same - for practical reasons - are not able to fix them.
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::The banking concept (with its tendency to dichotomize everything) distinguishes two stages in the action of the educator. During the first, he cognizes a cognizable object while he prepares his lessons in his study or his laboratory; during the second, he expounds to his students about that object. The students are not called upon to know, but to memorize the contents narrated by the teacher. Nor do the students practice any act of cognition, since the object towards which that act should be directed is the <i>property</i> of the teacher rather than a <i>medium</i> evoking the critical reflection of both teacher and students. (Freire 2005, 80)<ref name=" Freire problem-based page 80"/>  
Therefore Drabinski proposes to ''teach the radical catalog'' instead. Combining information literacy with radical pedagogy she demands to openly discuss with students that the catalog they engage with is a necessary – but failed construct. Paolo Freire calls this "problem-posing education" in contrast to the "banking model" of education.   
 
::The banking concept (with its tendency to dichotomize everything) distinguishes two stages in the action of the educator. During the first, he cognizes a cognizable object while he prepares his lessons in his study or his laboratory; during the second, he expounds to his students about that object. The students are not called upon to know, but to memorize the contents narrated by the teacher. Nor do the students practice any act of cognition, since the object towards which that act should be directed is the ''property'' of the teacher rather than a ''medium'' evoking the critical reflection of both teacher and students.<ref name="Freire problem-based page 80"/>  
 
This distinction between "property" and "medium" is really interesting in the context of authorship that I discuss in the section "Analysis". {{Interlink|Analysis|see: Analysis: How to demonumentalize monumental knowldge}}
 
  
Drabinski interestingly draws on Freire's emancipatory pedagogy because she claims that if the teacher/librarian doesn't allow for critique and acknowledgment of the limits and power of classification  - which is necessary, but problematic - "we perpetuate the dominance of story "told" by the classification. Problem-posing education allows us to "unveil" the hegemonic production and reproduction of the problematic language cited by Berman and the troubling staticity of hierarchies of sameness articulated by Olson."<ref name="Drabinski Rad Cat page 204"/> {{Interlink|Reflection,_theorisation_of_projects#Sameness_and_Difference|See: Reflection: Sameness and Difference}}  
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The distinction between "property" and "medium" that Freire's makes here will become relevant in the discussion of the role authorship plays for collective knowledge practices that I present later on in chapter 05*Analysis – Micro-politics of publishing: How could we imagine authorship without ownership. {{Interlink|6 Analysis: Micro-politics of Publishing#How_could_we_imagine_authorship_without_ownership.3F|see chapter 06*Analysis: How could we imagine authorship without ownership}}
Instead of passively teaching classifications, she suggests, it would be more generative "to teach students to engage critically with the classifications as text, encouraging critical thought in relation to the tools". <ref name="Drabinski Rad Cat page 204"/>
 
  
The critical exploration and reflection on the tools we are using in publishing, distributing and archiving, are also at the heart of the previously discussed initiatives. What ''Infrastructural Maneuvres'' try to achieve at the Rietveld and Sandberg library and what the ''Feminist Search Tool'' provides at the Utrecht University library. And the critical exploration of tools that ''Constant'' pursue in their research practice on Feminist technologies.
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Freire's proposal of problem-posing education is relevant for Drabinski's point, that, if the teacher or librarian doesn't allow for critique and acknowledgment of the limits and power of classification – which is necessary, but problematic – "we perpetuate the dominance of story 'told' by the classification. Problem-posing education allows us to unveil the hegemonic production and reproduction of the problematic language cited by Berman and the troubling staticity of hierarchies of sameness articulated by Olson." (Drabinski 2008 , 204)<ref name="Olson Sameness"/>{{Interlink|5_Reflection,_theorization_of_projects#Sameness_and_Difference|see chapter 05*Reflection, theorization of projects: Sameness and Difference}}
 
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Instead of passively teaching classifications, she suggests, it would be more generative "to teach students to engage critically with the classifications as text, encouraging critical thought in relation to the tools." (Drabinski 2008, 204)
All these initiatives relate in some way to raising consciousness and awareness about our habits with regard to the tools and services we are using. Be it a server and software (Constant), be it a library catalog (Infrastructural Maneuvres) or to find out to which extent the library holdings' representation of non-Eurocentric diversity (Feminist Search Tool) is very limited.
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==Performative Propositions: Policy Document at ERG==
 
==Performative Propositions: Policy Document at ERG==
In early 2018, a group of students and staff at École de Récherche Graphique (erg) in Brussels circulated a policy document "Proposals for amendments to the Study Regulations".<ref name="ERG1"/> Article 2 in this document refers to library policies:
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Encouraging critical thought is also at the center of an intervention by a group of students and staff at École de Récherche Graphique (erg) in Brussels. In early 2018, they circulated a policy document "Proposal for amendments to the Study Regulations." <ref name=" ERG1"/> Article 2 in this document refers to library policies:
::"When the author identifies themself as a man, cisgender, heterosexual and white, their books will be moved to the archives, to recall, on the one hand, that this is a point of view among others, on the other hand, that the latter is hegemonic. A warning page should be included in each book. Strict quotas will be implemented regarding the selection of the books acquired and on display. Attention will be paid to the topics, the writing context and the gender of the authors." The topics under quota to be represented are "gender issues, queer questions, issues of feminism, Afro-feminism, trans-feminism, cyborg feminism, xeno-feminism, intersectional feminism, ecofeminism, ecosexuality, LGBT, and questions of LGBTQQI2SPAA+ (to be updated regularly)."  
+
{{Outerlink|http://wiki.evaweinmayr.com/images/d/dd/Proposals_for_amendments_to_Study_Regulations_erg_Brussels.pdf|see policy document: "Proposal for amendments to the Study Regulations"}}
[[File:Proposals for amendments to the Study Regulations erg Brussels lowres.jpg|thumb|200px|left|link=http://wiki.evaweinmayr.com/images/d/dd/Proposals_for_amendments_to_Study_Regulations_erg_Brussels.pdf|Proposals for amendments to the Study Regulations, erg Brussels, 2018]]  
+
:: "When the author identifies themself as a man, cisgender, heterosexual and white, their books will be moved to the archives, to recall, on the one hand, that this is a point of view among others, on the other hand, that the latter is hegemonic. A warning page should be included in each book. Strict quotas will be implemented regarding the selection of the books acquired and on display. Attention will be paid to the topics, the writing context, and the gender of the authors." The topics under quota to be represented are "gender issues, queer questions, issues of feminism, Afro-feminism, trans-feminism, cyborg feminism, xeno-feminism, intersectional feminism, ecofeminism, ecosexuality, LGBT, and questions of LGBTQQI2SPAA+ (to be updated regularly)."  
 +
[[File:Proposals for amendments to the Study Regulations erg Brussels lowres.jpg|thumb|200px|left|link=http://wiki.evaweinmayr.com/images/d/dd/Proposals_for_amendments_to_Study_Regulations_erg_Brussels.pdf|"Proposals for amendments to the study regulations", erg Brussels, 2018.]]  
  
The document, collectively produced by the research group ''Teaching to Transgress'' that formed at erg in 2018, <ref name="ERG working group"/> had been officially sent out by Laurence Rassel, the director of the art school to all members of the art school including staff, technicians, and students.
+
The document, collectively produced by the research group "Teaching to Transgress" that formed at erg in 2018, <ref name= "ERG working group"/> was officially sent out by Laurence Rassel, the director of the art school to all its members, including staff, technicians, and students.
  
In an even bolder step, Article 3 in the same document proposes to correlate the amount of tuition fees with the state of privilege of each student. How to determine the status of privilege? The document lists a catalog of ten criteria: "man", "straight", "cisgender", "white", "normalized body", "valid", "literate", "middle-class" and "bourgeois", "carnivorous", "human". If a student's profile, for instance, ticks three out of ten boxes (3/10), this coefficient will be applied in two ways: Firstly the percentage (in this case 30 percent) is added to the amount of tuition fees to be paid. Secondly, the percentage will be deducted as "penalty" from achieved grades in academic evaluation and assessment of the student's work.  
+
In an even bolder step, Article 3 of the same document proposes to correlate the amount of tuition fees with the level of privilege of each student. How to determine the status of privilege? The document lists a catalog of ten criteria: "man", "straight", "cisgender", "white", "normalized body", "valid", "literate", "middle-class" and "bourgeois", "carnivorous", "human". If a student's profile, for instance, ticks three out of ten boxes (3/10), this coefficient will be applied in two ways: Firstly, the percentage (in this case, 30 percent) is added to the amount of tuition fees to be paid. Secondly, the percentage will be deducted as "penalty" from achieved grades in academic evaluation and assessment of the student's work.  
  
The circulation of this document caused a major stir among students and staff at the art school since some took the newly proposed policies one-to-one overseeing that this was "a work of fabulation, with a certain sense of humor, where power structures were overturned" as Caroline Dath reflects on the reactions of members of the art school community. <ref name="Dath"/>
+
The circulation of this document caused a major stir among students and staff at the art school since some took the newly proposed policies at face value. Caroline Dath, one of the co-authors of the document, reflects on the reactions of the art school community and explains that many overlooked that this was "a work of fabulation, with a certain sense of humor, where power structures were overturned." (Dath 2020) 
  
When I traveled to Brussels, visiting erg in summer 2018 in order to meet the document's creators, they explained – not without lots of giggles – how much this proposition had stirred up day-to-day assumptions on privileges connected to class, race, and gender at their art school.  
+
When I traveled to Brussels, to visit erg in summer 2018 and meet the document's creators, they explained – not without an abundance of giggles – how much this proposition had stirred up day-to-day assumptions regarding privileges connected to class, race, and gender at their art school.  
  
Such propositions can be performative: the circulation of the study rules at erg instigated staff members and students to consider, acknowledge, name and eventually unlearn their own privileges. Although it has been apparent, that the proposed rules' implementation is not possible due to legal limits, the mere circulation of the document was generative by questioning the long-established habit framework of the institution and its members.  
+
Annette Krauss thought a lot about habit formation in institutional settings as well as about unlearning one's privileges in the context of her artistic research practice "Sites for Unlearning."<ref name=" Krauss Sites for Unlearning"/> Discussing how Gayatri Spivak's conception of habit formation builds on and differs from Gregory Bateson's and Antonio Gramsci's, Krauss explains "what is crucial in habit formation, is exactly what is missing in it. [...] Habits lack the critical capacity to interrogate themselves" (Krauss (2017, 51–52)  – since "a habit does not question." (Spivak 2012, 8). What I understood from Krauss's discussion of habits is that Spivak suggests that philosophical argumentation is powerless when it comes to disrupting habits of thinking and doing. Instead, Spivak proposes a "training of the imagination" with a certain aesthetic that "short-circuits the task of shaking up this habit of not examining [its premises]."<ref name="Spivak habit 2 "/>
  
Annette Krauss thought a lot about habit formation in institutional settings as well as about unlearning one's privileges in the context of her artistic research practice "Sites for Unlearning". <ref name="Krauss Sites for Unlearning"/> Discussing how Gayatri Spivak's conception of habit formation builds on and differs from Gregory Bateson and Antonio Gramsci, Krauss explains "what is crucial in habit formation, is exactly what is missing in it. [...] Habits lack the critical capacity to interrogate themselves” <ref name="Krauss PhD page 51-52"/> and quotes Gayatri Spivak's "a habit does not question".<ref name="Spivak habit "/>
+
I believe the intervention at erg was potentially such an imaginative "aesthetic short-circuit.", because even if it was evident that the implementation of the document’s proposals was not possible, their mere circulation was generative. It stirred up long-established habits and normalized positions within the institution by instigating staff and students to consider, acknowledge, name – and as such possibly unlearn – their privileges. This alone could help to adjust the standardized positions of authority in Western education.
What I learned from Krauss's discussion is that Spivak suggests that philosophical argumentation is powerless when it comes to disrupting the habits of thinking and doing. Instead, Spivak proposes a "training of the imagination” with a certain aesthetic that “short-circuits the task of shaking up this habit of not examining them [its premises]”. <ref name="Spivak habit 2 "/>
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<br/>
 +
<br/>
  
I think the intervention at erg was potentially such an imaginative “aesthetic short-circuit”. Because even if it is obvious, that its implementation is not possible, the mere circulation of the document was formative. It stirred up long-established habits and normalized positions within the institution and this alone could help to adjust the normalized positions of authority in Western education.
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=What's next=
  
 +
{{Interlink|4_Summary_of_projects_and_submitted_material|see chapter 04*Summary of projects and submitted material}}
  
==Distilling and bridging to the next section: Summary of submitted materials==
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Having in this chapter mapped the field of practices and interventions that provide the context for this inquiry I will describe in the following chapter, 04*Summary of projects and submitted material, the projects and interventions I have carried out as part of this PhD submission. In that chapter, I will provide an overview of (i) the projects, (ii) the publications, and (iii) related event-based activities that constitute the practice.
  
The range of practices and interventions I mapped and connected in this section are from different fields, such as publishing, art, radical education, feminist technologies, library studies, institutional studies. This exercise in connecting sets the tone and builds the ground for five collaborative practice projects that form part of my PhD submission alongside a range of texts, book chapters, oral presentations, workshops and conversations. The five projects are all different in scope and approach, but they all in different ways (i) investigate the tools and their implicit politics and (ii) carefully develop methodologies for dialogic collective practice and (iii) acknowledge boundaries and limitations of these.  
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The descriptions of the five projects are on distinct pages that can be accessed via the left-hand sidebar. These project pages describe the elements and methodological steps taken within each project. (1*AND Publishing, 2*Library of Inclusions and Omissions, 3*The Piracy Project, 4*Let's Mobilize: What is Feminist Pedagogy?, 5*Boxing and Unboxing)
 +
{{Interlink|5_Reflection,_theorization_of_projects|see chapter 05*Reflection, theorization of projects}}
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This compact factual information will then be followed by chapter "05*Reflection and theorization of projects" in which I will reflect and theorize the projects' working process, their aims, and the contradictions that emerged during the working process.
 +
<br/>
 +
<br/>
 +
<br/>
  
In the left-hand sidebar, you can access the descriptions and the methodological approach of the projects directly. I have broken down for each project the individual elements and the steps taken in the working process.
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=Notes (Survey of the field)=
  
This descriptive section "Summary of submitted projects and materials" is followed by section x reflection, therorization of projects, in which I reflect on the aims, methods, contestations of these "experiments".
 
 
=Notes: Survey of the field=
 
 
<references>
 
<references>
  
<ref name="Sternfeld negotiating"> Sternfeld describes the post-representational as curatorial and artistic strategies of knowledge practices that rather than "representing valuable objects" intervene in "the space between representation and presence" and therefore "challenge what can be seen, done, and said" in form of "a negotiation with reality". See: "Negotiating Reality: Artistic and Curatorial Research" presentation at Sonic Acts Academy, Amsterdam, 23.2.2018, https://re-imagine-europe.eu/resources_item/negotiating-with-reality-artistic-and-curatorial-research/</ref>
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<ref name="Sternfeld negotiating"> Sternfeld (2018) describes the post-representational as curatorial and artistic strategies of knowledge practices that rather than "representing valuable objects" intervene in "the space between representation and presence" and therefore "challenge what can be seen, done, and said" in form of "a negotiation with reality". </ref>
  
<ref name="Drucker"> Joanna Drucker, " The Century of Artists' Books", New York: Granary Books, 2004, page 21. </ref>
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<ref name="ART RITE Magazine 14"> With respect to the late John Baldessari, it is funny to read his response to this "idea poll" in 1975: “I enjoy giving books I have made to others. Art seems pure for a moment and disconnected from money. And since a lot of people can own the book, nobody owns it. Every artist should have a cheap line. It keeps art ordinary and away from being overblown.” <i>Art-Rite</i>, (1976/1977): 6. </ref>
  
<ref name="Perrault1">John Perrault, Some Thoughts on Books as Art, in Artists Books (1973: 15–21) quoted by Tony White in Book 2.0 in Volume 3 Number 2, 2013, page 168. doi: 10.1386/btwo.3.2.163_1</ref>
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<ref name="shops"> Printed Matter was founded in 1976 by a group of artists, critics, and publishers including Sol LeWitt, Lucy Lippard, Carol Androcchio, Amy Baker (Sandback), Edit DeAk, Mike Glier, Nancy Linn, Walter Robinson, Ingrid Sischy, Pat Steir, Mimi Wheeler, Robin White and Irena von Zahn – in in the Tribeca neighborhood in New York. https://www.printedmatter.org/about/mission-history
 +
In the same year just a few blocks away, Franklin Furnace opened and set up an artists' book archive. http://franklinfurnace.org/research/index.php  Art Metropole was founded in 1974 in Toronto by the artist collective General Idea as an artist-run center. Mexican artist Ulisses Carrión started Other Books and So in 1975, in a small, basement-level storefront in Amsterdam. Other books and So ran for five years and could be, in hindsight, described as a project bound to an individual artist, whereas the other initiatives still operate today as non-profit organizations.</ref>
  
<ref name="Lippard1">Lucy R. Lippard, ‘The Artist’s Book Goes Public’, in Joan s (ed), Artists’ Books: a Critical Anthology and Sourcebook, Rochester, New York, Visual Studies Workshop Press, 1993, page 45.</ref>
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<ref name="Ruscha">This is interestingly evidenced in a letter by Ed Ruscha to John Wilcock, the founder of <i>The Village Voice</i> in New York, in which Ruscha reflects: “I made a terrible mistake by numbering my <i>26 Gasoline Stations</i> books because then the books became a limited edition rather than just another book, which is what I am after”. (Ed Ruscha letter to John Wilcock, 25 February 1966, The Piracy Collection, London; The Archives of Giorno Poetry Systems.) Ed Ruscha’s <i>26 Gasoline Stations</i> book is traded in March 2020 on the second-hand online book store Abebooks for £14,062.83. https://www.abebooks.co.uk/servlet/BookDetailsPL?bi=30170507913&searchurl=an%3Druscha%26sortby%3D20%26tn%3Dtwentysix%2Bgasoline%2Bstations&cm_sp=snippet-_-srp1-_-title15, accessed: 13 March 2020. </ref>
  
<ref name="Kostelanetz1">Kostelanetz, originally published in “Exhaustive Parallel Intervals”, Future Press, 1979, reprinted in Joan s (ed), Artists’ Books: a Critical Anthology and Sourcebook, Rochester, New York, Visual Studies Workshop Press, 1993, page 13.</ref>
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<ref name="art book fairs"> According to Printed Matter, The New York Art Book Fair attracts yearly over 39,000 visitors and features over 370 exhibitors from 30 countries. In addition to the location New York, in 2014 PM founded the Los Angeles Art Book Fair that "features over 300 exhibitors from the west coast and some 20 countries, and is attended by more than 35,000." See: https://www.printedmatter.org/programs/4-art-book-fairs.
 +
Index Art Book Fair in Mexico City with satellites in Madrid, Chicago, and Toronto was founded in 2014 by Frances Horn, Kit Hammonds, Jorge de la Garza, Maxime Dossin, Chantal Garduño, Tania Isabel Garduño Israde and Rafael Prieto. Today it is run by Jorge de la Garza, Maxime Dossin and Chantal Garduño Israde. The website states: "IABF brings together leading independent art publishers from Europe, Asia and the Americas, with special emphasis on artist books and printed matter resulting from experimental approaches to editing, writing, and printing." http://www.indexartbookfair.com/site-general/. The London Art Book Fair has been organized by the Whitechapel Art Gallery since 2009. Less international and less experimental in scope, it attracts more established art publishers and galleries. Whether or not artists' book fairs attract artists hinges, in large part, on the costs. The London Art Book Fair charges £850 for publishing houses and distributors. £650.00 for museums and galleries. £450.00 for non-profit and small presses. £250.00 for artists and individual publishers. See: https://www.whitechapelgallery.org/london-art-book-fair-2020/. These costs create pressure to sell a large amount of books in order to be able to cover the costs of participation, travel, and accommodation. Consequently, one could say the more costly the participation the less experimental the fair. </ref>
  
<ref name="Baldessari">John Baldessari for example writes in 1975: “I enjoy giving books I have made to others. Art seems pure for a moment and disconnected from money. And since a lot of people can own the book, nobody owns it. Every artist should have a cheap line. It keeps art ordinary and away from being overblown.in Art-Rite (Anon. 1976/1977: 6) </ref>
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<ref name="Title Publishing"> See <i>Publishing as Artistic Practice</i> edited by Annette Gilbert (Berlin, New York: Sternberg Press, 2016). Or <i>Publishing as Practice</i>, X-Marks the Bökship (London, 2010 and 2014), convened by Eleanor Vonne Brown. http://bokship.org/. See <i>Recto / Verso: Art Publishing in Practice, New York</i>, edited by Michaela Unterdorfer, Paige Landesberg, Kristen Mueller (New York, London: Hauser and Wirth Publishers, 2018). <i>Publishing Manifestos</i>, edited by Michalis Pichler (Cambridge MA: The MIT Press, 2019).</ref>
  
<ref name="PMcall">ART RITE Magazine 11/12, winter/spring 1975/1976, page 3.</ref>
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<ref name="Far-Right"> See "Infiltration", Florian Cramer, Stewart Home, Tatiana Bazzichelli at <i>Disruption Network Lab #14</i>, Berlin, September 27, 2018. https://www.youtube.com/watch?v=gBSLrwTdJzs&t=3738s; See also <i>Post-Digital Cultures of the Far-Right – Online Actions and Offline Consequences in Europe and the US</i>, edited by Maik Fielitz, Nick Thurston (Bielefeld: transcript-Verlag, 2019).</ref>
  
<ref name="Lyons">Joan Lyons (ed), “Artists’ Books: a Critical Anthology and Sourcebook”, Rochester, New York, Visual Studies Workshop Press, 1993, page 8.</ref>
+
<ref name="Baines page 118"> One interviewee states: "There was a belief and engagement in collective and participatory democratic practices: [...] We were always trying to work out how things might change, having intense arguments but I think the main thing we all adhered to was lifestyle. We were very much of the belief that if you lived it, that was part of the way to make it happen. So you lived and worked communally, in collectives.” (Baines 2016, 118).</ref>
  
<ref name="shops"> [https://www.printedmatter.org/about/mission-history Printed Matter] was founded in 1976 by a group of individuals working in the arts (among them artist Sol LeWitt and critic Lucy Lippard) in Tribecca, New York. In the same year just a few blocks away, [http://franklinfurnace.org/research/index.php Franklin Furnace] opened and set up an artists' book archive. Art Metropole was founded in 1974 in Toronto by the artist collective General Idea as an artist-run center. Mexican artist Ulisses Carrión started in 1975 "Other Books and So" in a small, basement-level storefront in Amsterdam. Other books and So run for five years and could be, with hindsight, described as an artists project bound to an individual artist, whereas the other mentioned initiatives still operate today as non-profit organizations.</ref>
 
  
<ref name="Ruscha">This is interestingly evidenced in a letter by Ed Ruscha to John Wilcock, the founder of Village Voice in New York, in which Ruscha reflects: “I made a terrible mistake by numbering my “26 Gasoline Stations” books because then the books became a limited edition rather than just another book, which is what I am after”. (Ed Ruscha letter to John Wilcock, 25 February 1966, The Piracy Collection, London; The Archives of Giorno Poetry Systems.) Ed Ruscha’s 26 Gasoline Stations book is traded in March 2020 on the second-hand online book store Abebooks for £14,062.83. https://www.abebooks.co.uk/servlet/BookDetailsPL?bi=30170507913&searchurl=an%3Druscha%26sortby%3D20%26tn%3Dtwentysix%2Bgasoline%2Bstations&cm_sp=snippet-_-srp1-_-title15 [accessed: 13 March 2020]. </ref>
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<ref name="GNU"> Richard Stallman published the GNU Manifesto in 1985, articulating the founding principles of the free software movement. Whereas non-free (proprietary) software was – in Stallman’s eyes – a way to divide users and prevent them from helping each other, free and open-source software was designed to help anyone use the software – and share code – without breaking the law. As Stallman (1985) notes in the manifesto, “by working on and using GNU rather than proprietary programs, we can be hospitable to everyone and obey the law. In addition, GNU serves as an example to inspire and a banner to rally others to join us in sharing. This can give us a feeling of harmony which is impossible if we use software that is not free. For about half the programmers I talk to, this is an important happiness that money cannot replace."</ref>
<ref name="art book fairs"> According to Printed Matter The New York Art Book Fair attracts yearly over 39,000 visitors and features over 370 exhibitors from 30 countries. In addition  PM founded in 2014 the Los Angeles Art Book Fair that "features over 300 exhibitors from the west coast and some 20 countries, and is attended by more than 35,000." See https://www.printedmatter.org/programs/4-art-book-fairs.
 
Index Art Book Fair in Mexico City with satellites in Madrid, Chicago, Toronto was founded in 2014 by Frances Horn, Kit Hammonds, Jorge de la Garza, Maxime Dossin, Chantal Garduño, Tania Isabel Garduño Israde and Rafael Prieto. Today it is run by Jorge de la Garza, Maxime Dossin and Chantal Garduño Israde. The website states: "IABF brings together leading independent art publishers from Europe, Asia and the Americas, with special emphasis on artist books and printed matter resulting from experimental approaches to editing, writing, and printing."http://www.indexartbookfair.com/site-general/. The London Art Book Fair is organized by the Whitechapel Art Gallery since 2009. Less international and less experimental in scope it attracts more established art publishers and galleries. Whether or not artists' book fairs attract artists as publishers as artists hinges to a major part on the costs. The London Art Book Fair charges £850 for publishing houses and distributors. £650.00 for museums and galleries. £450.00 for non-profit and small press. £250.00 for artists, individual publishers. See: https://www.whitechapelgallery.org/london-art-book-fair-2020/. You have to sell many books to be able to cover the costs for participation, travel and accommodation. consequently one could say the more expensive the participation the less experimental the fair. </ref>
 
  
<ref name="Title Publishing"> See ''Publishing as Artistic Practic'', Annette Gilbert (ed), Berlin, New York, Sternberg Press, 2016. Or ''Publishing as Practice'', X-Marks the Bökship, London, 2010 and 2014, convened by Eleanor Vonne Brown. http://bokship.org/. ''Recto / Verso: Art Publishing in Practice, New York'', Michaela Unterdorfer, Paige Landesberg, Kristen Mueller (eds) Hauser and Wirth Publishers, 2018. ''Publishing Manifestos'', Michalis Pichler (ed), Cambridge MA, The MIT Press, 2019.</ref>
 
  
<ref name="Baines PhD"> Jess Baines, "Democratising Print", Doctoral thesis at LCC, 2016, page 12. </ref>
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<ref name="spider alex"> Feminist technology activist SpiderAlex (Barcelona) explaining the relationship between feminism and free software, quoting  Constant co-founder Laurence Rassel. (Snelting, SpiderAlex, Sollfrank, 2018).</ref>
  
<ref name="Baines PhD, 11"> Ibid. page 11. </ref>
 
  
<ref name="Baines 118"> One interviewee states: "There was a belief and engagement in collective and participatory democratic practices: [...] We were always trying to work out how things might change, having intense arguments but I think the main thing we all adhered to was lifestyle. We were very much of the belief that if you lived it, that was part of the way to make it happen. So you lived and worked communally, in collectives” (Intv. Holland 10/11/11), in Baines, Democratising Print, page 118.</ref>
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<ref name="YesMen"> <i>New York Times Special Edition</i>. See documentation "New York Times Hoax – The Yes Men Fix The World", https://www.youtube.com/watch?v=YoZQNgAnvqs. See also the interview with Steve Lambert in <i>Fillip Magazine</i> (winter 2009), https://fillip.ca/content/best-case-scenario, and Steve Lambert website https://visitsteve.com/made/the-ny-times-special-edition/.</ref>
  
<ref name="SeeRed Showroom"> Suzy Mackie and Pru Stevenson presented the work of See Red in a public event at The Showroom in London, 16 November 2013.</ref>
 
  
<ref name="Snelting" > Forms of Ongoingness, Interview with Femke Snelting and spideralex, conducted by Cornelia Sollfrank, 16 September 2018, HeK (House of Electronic Arts Basel). In the context of Creating Commons, Research Project by Cornelia Sollfrank, Felix Stalder, Shusha Niederberger, at ZhDK Zürich, 2016 - 2019. [[http://creatingcommons.zhdk.ch/forms-of-ongoingness/ podcast]]</ref>
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<ref name="Springer" > Anna-Sophie Springer' book <i>Fantasies of the Library</i> provides a rich contribution including essays and interviews with artists. Looking at collections of books and the exterior space that contains them (the library) she explores the potential for curatorial reflection. "If the book is traditionally seen as the preferred medium for private consumption and research, and the gallery is understood as the space for public exhibition and performance, the library – as the public place of reading – is thus a hybrid site for performing the book." (Springer and Turpin 2015, 11).</ref>
  
  
  
<ref name="Afterall Filipovic"> Elena Filipovic, "If You Read Here... Martha Rosler's Library", in Afterall 15, Spring/Summer 2007.</ref>
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<ref name="Tomislav"> For a short history of the public library and related processes of organizing and processing information and knowledge, see Tomislav Medak, "The Future After the Library, UbuWeb and Monoskop’s Radical Gestures" in Tomislav Medak, Marcell Mars, and What, How & for Whom/WHW, eds., <i>Public Library</i> (Zagreb: Gallery Nova, 2015). https://monoskop.org/images/e/ef/Medak_Mars_WHW_eds_Public_Library_Javna_knjiznica.pdf#page=122</ref>
  
<ref name="Martha Rosler Library Book" > Martha Rosler Library, edited by Paul Domela and John Byrne, published by Liverpool Biennal of Contemporary Art, 2008, page 11.</ref>
 
  
<ref name="Atton infoshop 1999" >Chris Atton, "The infoshop: the alternative information centre of the 1990s", in New Library World Volume 100, No 1146, Bingley: MCB University Press (Emerald), 1999, pp. 24–29.</ref>
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<ref name="Weinberger">David Weinberger proposed to think of libraries as “open platforms” – not only with regards to the creation of open catalog and indexing software but also with regards to the development of knowledge and community. Weinberger argued that libraries should open up their entire collections, all their metadata, and any technologies they’ve created, and allow anyone to build new products and services on top of that. The platform model, he wrote, "focuses our attention away from the provisioning of resources to the foment those resources engender. A library as platform would give rise to messy, rich networks of people and ideas, continuously sparked and maintained by the library’s resources.” (Weinberger 2012)</ref>
  
<ref name="Atton infoshop 2003" > Chris Atton, "Infoshops in the Shadow of the State", in N. Couldry & J. Curran (eds.) ''Contesting Media Power: Alternative Media in a Networked World'', Lanham: Rowman & Littlefield Publishing, 2003,  pp. 57–69, page 58.</ref>
 
  
<ref name="Melucci 1996" > Alberto Melucci, ''Challenging Codes: Collective Action in the Information Age'', Cambridge, U.K.: Cambridge University Press, 1996, page 75.</ref>
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<ref name="Mattern-Urban Future report" > See Shannon Mattern's detailed study, "Library as Infrastructure," <i>Places Magazine</i>, (June 2014), https://placesjournal.org/article/ library-as-infrastructure/. She points to a then-recent report (2013) by the Center for an Urban Future highlighting the benefits to immigrants, seniors, individuals searching for work, public school students, and aspiring entrepreneurs: “No other institution, public or private, does a better job of reaching people who have been left behind in today’s economy, have failed to reach their potential in the city’s public school system or who simply need help navigating an increasingly complex world." (Center for an Urban Future 2013). </ref>
  
<ref name ="Annet Dekker"> Annet Dekker, "Copying as a Way to Start Something New. Annet Dekker in Conversation with Dušan Barok About Monoskop", in ''Lost and Living (in) Archives'', ed. Annet Dekker, Amsterdam: Valiz, 2017. Conducted May-Jun 2016. https://monoskop.org/images/7/70/Dekker_Annet_2017_Copying_As_a_Way_to_Start_Something_New_A_Conversation_with_Dusan_Barok_About_Monoskop.pdf</ref>
 
  
<ref name ="Monoskop reader Creating Commons"> The reader has been produced for the exhibition "Open Scores" at Panke Galley in Berlin in the framework of the research project "Creating Commons", ZHdK Zürich convened by Cornelia Sollfrank, Shusha Niederberger, Felix Stalder. Published August 2019. http://creatingcommons.zhdk.ch/reader-on-shadow-artistic-independent-autonomous-digital-libraries/</ref>
 
  
<ref name="Tomislav" > For a short history of the public library and related processes of organization, formalization and processing of information and knowledge see Tomislav Medak, "The Future After the Library, UbuWeb and Monoskop’s Radical Gestures" in ''Public Library'', Tomislav Medak, Marcell Mars, What, How & for Whom/WHW (eds.), Zagreb: Gallery Nova, 2015. https://monoskop.org/images/e/ef/Medak_Mars_WHW_eds_Public_Library_Javna_knjiznica.pdf#page=122</ref>
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<ref name="Library Bill of Rights">
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The American Library Association's "Library Bill of Rights" (1939, with several amendments since), states:<br/>
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1. Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, age, background, or views of those contributing to their creation.<br/>
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2. Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval.<br/>
 +
3. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment.<br/>
 +
4. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas.<br/>
 +
5. A person’s right to use a library should not be denied or abridged because of origin, age, background, or views.<br/>
 +
6. Libraries which make exhibit spaces and meeting rooms available to the public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use.<br/>
 +
7. All people, regardless of origin, age, background, or views, possess a right to privacy and confidentiality in their library use. Libraries should advocate for, educate about, and protect people’s privacy, safeguarding all library use data, including personally identifiable information.<br/>
 +
<i>Library Bill of Rights</i>, adopted June 19, 1939, by the Ala Council and amended throughout. The last amendment was January 29, 2019 – including the privacy paragraph. http://www.ala.org/advocacy/intfreedom/librarybill. </ref>
  
<ref name="Springer" > Anna-Sophie Springer' book "Fantasies of the Library" provides a rich contribution including essays, practices and interviews with artists. Looking at collections of books and the exterior space that contains them (the library) she explores the potential for curatorial reflection. "If the book is traditionally seen as the preferred medium for private consumption and research, and the gallery is understood as the space for public exhibition and performance, the library — as the public place of reading — is thus a hybrid site for performing the book." Anna-Sophie Springer & Etienne Turpin (eds.), ''Fantasies of the Library'', Berlin: K. Verlag & Haus der Kulturen der Welt, 2015, page 11.</ref>
 
  
<ref name="library research" > cusiquanci</ref>
+
<ref name="Celeste West" >See <i>Synergy Magazine, Index for 1967–71</i> (San Francisco: Bay Area Reference Center, 1972). See also, <i>Revolting Librarians</i>, edited by Celeste West and Elizabeth Katz, (San Francisco: Booklegger Press, 1972). And “Conversation with Celeste West,” interview by Milton Wolf, <i>Libraries for Social Change: Women’s Issue</i>, 31/32
 +
(Minneapolis: University of Minnesota, 1983), 29–35. See also, Tony Samek, “Intellectual Freedom within the Profession: A Look Back at Freedom of Expression and the Alternative Library Press,” <i>Library Juice</i> vol 6, (2003). http://libr.org/juice/ issues/vol6/LJ_6.6.html. </ref>
  
 +
<ref name="Melucci 1996" > Alberto Melucci has proposed a definition of collective action based on "a network of active relationships between actors who interact, communicate, influence each other, negotiate, and make decisions. Forms of organization and models of leadership, communicative channels and technologies of communication are constitutive parts of this network of relationships." (Melucci, 1996, 75) In this reading of social movements, the role of the network (active relationships) and media as activators of that network assume key positions.</ref>
  
<ref name="Weinberger">David Weinberger proposed that we think of libraries as “open platforms” — not only for the creation of software, but also for the development of knowledge and community. Weinberger argued that libraries should open up their entire collections, all their metadata, and any technologies they’ve created, and allow anyone to build new products and services on top of that foundation. The platform model, he wrote, “focuses our attention away from the provisioning of resources to the foment” — the “messy, rich networks of people and ideas” — that “those resources engender.” (Mattern) </ref>
+
<ref name ="resources piracy"> For scholarly research into piracy see Johns (2010); Hall (2016); Bathurst Judge (1934); Karaganis (2018); Liang (2012); Swartz (2008). For a legal perspective, see Bently et al. (2010). </ref>
  
<ref name="Mattern" > For an meticously researched </ref>
 
  
<ref name="Tomislav2" > Medak, "The Future After the Library", Page 81.</ref>
+
<ref name ="piracy events"> Below follows a list of a few events that came to my attention, or to which I was invited to: "Piracy and Beyond: Exploring 'Threats' in Media and Culture", Higher School of Economics, Moscow, October 23–25, 2019, https://cmd.hse.ru/mediapiracy/; "Shadow Libraries – Ubuweb in Athens”, (Symposium, March 16–18, 2018) convened by Ilan Manouach and Kenneth Goldsmith, https://www.onassis.org/whats-on/shadow-libraries-ubuweb-athens/; "States and Markets" @ Institutions by Artists Convention, Vancouver, October 12–14, 2012; "Interfacing the Law", XPub, Piet Zwart Institut Rotterdam, convened by Femke Snelting, 2015–19, http://constantvzw.org/site/-Interfacing-the-law,212-.html?lang=en; "Copycats vs Mr Big", at <i>Truth is Concrete</i>, Steirischer Herbst, Graz, convened by Florian Malzacher, September 21–28, 2012; <i>Piracy and Jurisprudence</i>, Faculty of Business, Law and the Humanities, University of Southampton, the Centre for Law, Ethics and Globalisation (CLEG) and the Southampton Marine and Maritime Institute, convened by Oren Ben-Dor (law), Stephanie Jones (English), Alun Gibbs (law), June 21–22, 2013.</ref>
  
<ref name="Urban Future report" > Mattern points to a then-recent report (2013) by the Center for an Urban Future highlighted the benefits to immigrants, seniors, individuals searching for work, public school students and aspiring entrepreneurs: “No other institution, public or private, does a better job of reaching people who have been left behind in today’s economy, have failed to reach their potential in the city’s public school system or who simply need help navigating an increasingly complex world."“No other institution, public or private, does a better job of reaching people who have been left behind in today’s economy, have failed to reach their potential in the city’s public school system or who simply need help navigating an increasingly complex world." in "Branches of Opportunity", Center for an Urban Future, New York City, January 2013. https://nycfuture.org/pdf/Branches_of_Opportunity.pdf</ref>
 
  
 +
<ref name ="Infosoc Directive"> In the European Union, the "Infosoc Directive" (“Directive 2001/29/EC on the harmonization of certain aspects of copyright and related rights in the information society,” 2001) allows for libraries to create digital copies for preservation, indexing, and similar purposes, as well as for the display of digital copies on their premises for research and personal study. (J.-P Triaille et al. 2013). </ref>
  
<ref name="Guardian Library closures"> Alison Flood, "Britain has closed almost 800 libraries since 2010, figures show", [https://www.theguardian.com/books/2019/dec/06/britain-has-closed-almost-800-libraries-since-2010-figures-show?CMP=fb_gu&utm_medium=Social&utm_source=Facebook&fbclid=IwAR1R4FJWQIXNYr6Wst2Lx85LvpVEQ8QUSD3GrsGmNyZp-th5TY_4YjTFojg#Echobox=1575619729 /The Guardian, 6 Dec 2019]</ref>
 
  
  
<ref name="Celeste West" >Celeste West and Elizabeth Katz (eds.), ''Revolting Librarians'', San Francisco: Booklegger Press, 1972. See also "See Tony Samek, “Intellectual Freedom within the Profession: A Look Back at Freedom of Expression and the Alternative Library Press,” Library Juice 6:6, 2003, http://libr.org/juice/ issues/vol6/LJ_6.6.html. Celeste West, “Conversation with Celeste West,” interview by Milton Wolf, Libraries for Social Change: Women’s Issue, 31/32
+
<ref name ="Bodo and e-life prices"> This relates mostly to journals which charge subscription rates. A recent study by a group of researchers points out the politics and effects of digital lending rights and digital subscription rates:
Minneapolis: University of Minnesota, 1983, 29–35.</ref>
+
"The price of journal subscriptions has grown at a faster rate than inflation for several decades (Association of Research Libraries, 2017), leading to an ever-present “serials crisis” that has pushed library budgets to their brink while diverting funds from other services (Roth, 1990). Meanwhile, publishing has trended towards oligopoly (Larivière et al., 2015), with nondisclosure clauses obfuscating price information among subscribers (Bergstrom et al., 2014) while publishers profit immensely (Morrison, 2012; Buranyi, 2017; Van Noorden, 2013b). Price increases have persisted over the last decade (Bosch and Henderson, 2017; Lawson et al., 2015; Lawson, 2017a). For example, EBSCO [the leading provider of research databases, e-journals, magazine subscriptions, e-books to libraries] estimates that per-journal subscription costs increased by 25% from 2013–17, with an annual subscription to a journal for research libraries now averaging $1,396 (EBSCO, 2017)." (Himmelstein, et al. 2018). </ref>
  
 +
<ref name="Swartz"> Swartz put his ideas into action and used his Harvard University JSTOR account – a digital repository – to download approximately 4.8 million articles of academic journal articles through MIT's computer network in late 2010 and early 2011. (See [http://www.documentcloud.org/documents/217117-united-states-of-america-v-aaron-swartz United States v. Aaron Swartz, July 14, 2011].) Federal prosecutors filed an indictment for a maximum criminal exposure to 50 years of imprisonment and $1 million in fines. Swartz and his attorney rejected a reduced sentence on the condition that he plead guilty, opting instead for trial in which prosecutors would have been forced to justify their pursuit of Swartz. Swartz committed suicide before the trial. (Cullen and Ellement 2013). </ref>
  
<ref name="Public Collectors">Self-description: “Public Collectors is founded upon the concern that there are many types of cultural artifacts that public libraries, museums, and other institutions and archives either do not collect or do not make freely accessible. Public Collectors asks individuals that have had the luxury to amass, organize, and inventory these materials to help reverse this lack by making their collections public. Public Collectors feature informal agreements where collectors allow the contents of their collection to be published or exhibited and permit those who are curious to directly experience the objects in person. Collectors can be based in any geographic location.” http://www.publiccollectors.org/</ref>
 
  
<ref name="Surplus">Self-description: “In redefining the concept of a physical library, the Surplus Library on Affect & Economic Exchange operates on the basic assumption that its specific collection of books already exists in the material world: in the homes and private collections of countless individuals. Some of the holdings of this vast and distributed library can become known and accessible through The Surplus Library site. The site develops as the library’s holdings and locations are registered by users.” [http://thesurpluslibrary.com/about].</ref>
+
<ref name ="Elbakyan"> The number of papers available on Sci-hub is shown through an automatic counter on the Sci-Hub website. Since Elbakyan was sued for copyright infringement the domain name has kept moving. As of March 2020 the following domains were active. https://sci-hub.tw/, https://sci-hub.se, http://sci-hub.si. Importantly, the above-cited study points out that Sci-Hub users "should note that, in many jurisdictions, the use of Sci-Hub may constitute copyright infringement. Users of Sci-Hub do so at their own risk. [...] There is a possibility that Sci-Hub users – especially those not using privacy-enhancing services such as Tor – could have their usage history unmasked and face legal or reputational consequences." See Himmelstein, et al. (2018). </ref>
  
<ref name="Dockray interview"> Public School has been spreading to other cities such as Buenos Aires, Berlin, San Francisco, New York, Durham, Helsinki, London, Vienna among others. See also interviews conducted by German artist Cornelia Sollfrank with Sean Dockray as well as with Marcell Mars as part of her research project “Giving what you don’t have”, Postmedialab, Leuphana University, Lüneburg, 2012. http://artwarez.org/projects/GWYDH/.</ref>
 
  
<ref name="Monoskop Aaaaaarg"> See Monoskop, also for a comprehensive bibliography of texts interviews and discussions around aaaaarg. https://monoskop.org/Aaaaarg [accessed 31 March 2020].</ref>
+
<ref name ="Elbakyan clarification"> Elbakyan (2017) described the project’s technical scope: “Sci-Hub technically is by itself a repository, or a library if you like, and not a search engine for some other repository. But of course, the most important part in Sci-Hub is not a repository, but the script that can download papers closed behind paywalls.</ref>
  
<ref name="Dockray Materialities page 158"> in: Jodi Dean, Sean Dockray, Alessandro Ludovico, Pauline van Mourik, Broekman, Nicholas Thoburn and Dmitry Vilensky, "Materialities of Independent Publishing: A Conversation with AAAAARG, Chto Delat?, I Cite, Mute, and Neural", New Formations 78 (Aug 2013), pp 157-178, page 158. https://chtodelat.org/b5-announcements/a-7/materialities-of-independent-publishing-a-conversation-with-aaaaarg-chto-delat-i-cite-mute-and-neural/.</ref>
 
  
<ref name="Dockray Materialities page 166"> Ibid., page 166.</ref>
+
<ref name="Public School"> “The Public School was initiated in 2007 in Los Angeles in the basement of Telic Arts Exchange. It describes itself as follows: "The Public School is a school with no curriculum. It is not accredited, it does not give out degrees, and it has no affiliation with the public school system. It is a framework that supports autodidactic activities, operating under the assumption that everything is in everything.” See http://thepublicschool.org/la. </ref>
  
  
<ref name="Marcell Mars">Marcell Mars, Manar Zarroug, and Tomislav Medak, End-to-End Catalog: Memory of the World, November 26, 2012, https:// www.memoryoftheworld.org/ end-to-end-catalog/.</ref>
+
<ref name="Dockray interview"> Public School has been spreading to other cities such as Buenos Aires, Berlin, San Francisco, New York, Durham, Helsinki, London, and Vienna among others. See also the interviews that Cornelia Sollfrank (2012) conducted with Sean Dockray as well as with Marcell Mars as part of her research project "Giving what you don’t have". </ref>
  
<ref name ="Bodo"> See Bodó B., "Libraries in the post-scarcity era", in: Helle Porsdam (ed): ''Copyrighting Creativity: Creative Values, Cultural Heritage Institutions and Systems of Intellectual Property'', (pp. 75-92). Farnham: Ashgate, 2015, page 1. [https://pdfs.semanticscholar.org/efe7/c10d4168d81dba566732b0f666590c27e6b6.pdf?_ga=2.106127555.1743657732.1585388810-167307998.1585388810 Download]</ref>
 
  
<ref name ="Bodo page 2"> Bodó B., "Libraries in the post-scarcity era", page 2.</ref>
+
<ref name="Monoskop Aaaaaarg"> See Monoskop, also for a comprehensive bibliography of texts interviews and discussions around aaaaarg. https://monoskop.org/Aaaaarg, accessed 31 March 2020.</ref>
  
<ref name ="Infosoc Directive"> In the European Union, the Infosoc Directive (“Directive 2001/29/EC on the harmonization of certain aspects of copyright and related rights in the information society,” 2001) allows for libraries to create digital copies for preservation, indexing, and similar purposes as well as for the display of digital copies on their premises for research and personal study. In "Infosoc Directive – Study on the application of Directive 2001/29/EC on copyright and related rights in the information society", Triaille, J.-P., Dusollier, S., Depreeuw, S., Hubin, J.-B., Coppens, F., & Francquen, A. de., European Union, 2013. </ref>
 
  
<ref name ="Elbakyan"> See download counter on Sci-Hub website. Since Elbakyan has been sued for copyright infringement the domain name keeps moving: As of March 2020 the following domains were active. https://sci-hub.tw/, https://sci-hub.se, http://sci-hub.si. As the in-depth study of Sci-hub by a group of researchers point out "readers should note that, in many jurisdictions, use of Sci-Hub may constitute copyright infringement. Users of Sci-Hub do so at their own risk. This study is not an endorsement of using Sci-Hub, and its authors and publishers accept no responsibility on behalf
+
<ref name="Basile">See Jonathan Basile, "Who’s Afraid of AAARG," in <i>Guernica Magazine</i>, August 25, 2016. https://www.guernicamag.com/jonathan-basile-whos-afraid-of-aaarg/.</ref>
of readers. There is a possibility that Sci-Hub users — especially those not using privacy-enhancing services such as Tor — could have their usage history unmasked and face legal or reputational consequences." e-life
 
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5832410/ </ref>
 
  
<ref name ="Elbakyan clarification"> Elbakyan described the project’s technical scope in July 2017: “Sci-Hub technically is by itself a repository, or a library if you like, and not a search engine for some other repository. But of course, the most important part in Sci-Hub is not a repository, but the script that can download papers closed behind paywalls.” In "Some facts on Sci-Hub that Wikipedia gets wrong", Engineuring, 2 July, 2017.
 
https://engineuring.wordpress.com/2017/07/02/some-facts-on-sci-hub-that-wikipedia-gets-wrong/.</ref>
 
  
<ref name ="Bodo and e-life prices"> See See Bodó B., reflecting on the effects of this interdependence with the market when it comes to digital lending rights, in "Libraries in the post-scarcity era". See also facts about subscription rates: "The price of journal subscriptions has grown at a faster rate than inflation for several decades (Association of Research Libraries, 2017), leading to an ever-present “serials crisis” that has pushed library budgets to their brink while diverting funds from other services (Roth, 1990). Meanwhile, publishing has trended towards oligopoly (Larivière et al., 2015), with nondisclosure clauses obfuscating price information among subscribers (Bergstrom et al., 2014) while publishers profit immensely (Morrison, 2012; Buranyi, 2017; Van Noorden, 2013b). Price increases have persisted over the last decade (Bosch and Henderson, 2017; Lawson et al., 2015; Lawson, 2017a). For example, EBSCO estimates that per-journal subscription costs increased by 25% from 2013–2017, with annual subscription to a journal for research libraries now averaging $1,396 (EBSCO, 2017). In Himmelstein, Daniel S; Romero, Ariel Rodriguez; Levernier, Jacob G; Munro, Thomas Anthony; McLaughlin, Stephen Reid; Greshake Tzovaras, Bastian; Greene, Casey S., "Sci-Hub provides access to nearly all scholarly literature", in ''eLife'', No 7, 2018. doi:10.7554/eLife.32822, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5832410/.</ref>
+
<ref name="Dockray Materialities page 158">  
 
+
Asked to explain the model of scaffolding Dockray explains:  
 
+
"The image of scaffolding was simply a way of describing an orientation with respect to institutions that was neither inside nor outside, dependent nor independent, reformist or oppositional, etc. At the time, the institutions I meant were specifically Universities, which seemed to have absorbed theory into closed seminar rooms, academic formalities, and rarefied publishing worlds. [...] When a reading group uploaded a few texts as a way to distribute them among members, those texts also stayed available. [...] The concept of 'Issues' provided a way for people to make subjective groupings of texts, from 'anti-austerity encampment movements' to 'DEPOSITORY TO POST THE WRITTEN WORKS OF AMERICAN SOCIALISM. NO SOCIAL SCIENCES PLEASE.' These groupings could be shared so that anyone might add a text into an issue, an act of collective bibliography-making. The idea was that AAAAARG would be an infinite resource, mobilized (and nurtured) by reading groups, social movements, fringe scholars, temporary projects, students, and so on."(Dean et al. 2013, 158, 166) </ref>
 
 
<ref name ="e-life"> Himmelstein, Daniel S; Romero, Ariel Rodriguez; Levernier, Jacob G; Munro, Thomas Anthony; McLaughlin, Stephen Reid; Greshake Tzovaras, Bastian; Greene, Casey S (2018). "Sci-Hub provides access to nearly all scholarly literature". eLife. 7. doi:10.7554/eLife.32822,
 
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5832410/. </ref>
 
 
 
 
 
<ref name ="Rosenwald"> Michael S. Rosenwald, "This student put 50 million stolen research articles online. And they’re free.", Washington Post, March 30, 2016. https://www.washingtonpost.com/local/this-student-put-50-million-stolen-research-articles-online-and-theyre-free/2016/03/30/7714ffb4-eaf7-11e5-b0fd-073d5930a7b7_story.html.</ref>
 
 
 
<ref name ="Bodo page 10">  Bodó B., "Libraries in the post-scarcity era, page 10.</ref>
 
 
 
<ref name ="Bodo page 8"> Bodó B., "Libraries in the post-scarcity era, page 8.</ref>
 
 
 
<ref name="Public School">“The Public School was initiated in 2007 in Los Angeles in the basement of Telic Arts Exchange. The Public School is a school with no curriculum. It is not accredited, it does not give out degrees, and it has no affiliation with the public school system. It is a framework that supports autodidactic activities, operating under the assumption that everything is in everything.” See http://thepublicschool.org/la.</ref>
 
 
 
<ref name ="aaaaarg take-down note" > aaaaarg is offline at the moment. pending courtcase....</ref>
 
 
 
<ref name="Olson 652"> Hope A. Olson, "The Power to Name: Representation in Library Catalogs", Signs, Vol. 26, No. 3 (Spring, 2001), The University of Chicago Press, pp. 639-668, page 652.</ref>
 
 
 
<ref name ="Wiegand-Dewey"> See Wayne A. Wiegand, “The ‘Amherst Method’: The Origins of the Dewey Decimal Classification Scheme,” Libraries & Culture 33:2 (spring 1998), 175–194, page 183. Wayne A. Wiegand examines meticulously how the conservative mindset at Amherst College, where Dewey was a student and library assistant, shaped Dewey’s concepts of classifications and their hierarchies. “Its moral center was located in ‘Anglo-Saxonism’ a doctrine that defined ‘objectivity’ and touted the unique virtues, mission, and destiny of the Anglo- Saxon ‘race.’” It is quite important to understand, that with the very headings, he came up with, Dewey framed and cemented “a worldview and knowledge structure taught on the tiny Amherst College campus between 1870 and 1875 into what became the world’s most widely used library classification.” Ibid., page 188.</ref>
 
 
 
<ref name ="experimental classification systems"> For a discussion of alternatives to DDC and LCSH, such as Ranghanatan's non-hierarchical facet system watch "Library Underground _ welcome to my tent." See also: David Senior, "Infinite Hospitality, in Every Day the Urge Grows Stronger to Get Hold of an Object at Very Close Range by Way of Its Likeness", published by Dexter Sinister, New York: The Art Libraries Society and Museum of Modern Art, 2008. [http://www.dextersinister.org/MEDIA/PDF/InfiniteHospitality.pdf Download pdf]</ref>
 
 
 
<ref name="Berman Prejudices"> Sanford Berman, ''Prejudices and Antipathies: A Tract on the LC Subject Heads Concerning People'', (originally published by Scarecrow Press, 1971), London, McFarland & Co, 1993.</ref>
 
 
 
<ref name="Olson 2000 page 54"> Hope A. Olson, "Difference, Culture and Change: The Untapped Potential of LCSH", in ''Cataloging & Classification Quarterly'', 29:1-2, 2000, pp. 53-71, page 54. DOI: 10.1300/J104v29n01_04. Link: https://doi.org/10.1300/J104v29n01_04.</ref>
 
  
<ref name="Knowlton"> See Steven A. Knowlton, who also found out that the 80 items that remained unchanged show some patterns of thought pertaining to the Christian religion. Steven A. Knowlton, "Three Decades since Prejudices and Antipathies: A Study of Changes in the Library of Congress Subject Headings", in ''Cataloguing and Classification Quarterly 40.2'', 2005, p.xxx. http://scholar.princeton.edu/steven.a.knowlton/publications/three-decades-prejudices-and-antipathies-study-changes-library</ref>
+
<ref name ="Monoskop reader Creating Commons"> The reader was produced for the exhibition "Open Scores" at Panke Gallery in Berlin in the framework of the research project "Creating Commons", ZHdK Zürich, convened by Cornelia Sollfrank, Shusha Niederberger, Felix Stalder. Published August 2019. http://creatingcommons.zhdk.ch/reader-on-shadow-artistic-independent-autonomous-digital-libraries/</ref>
  
<ref name ="Drabinski Gendered S(h)elves page 16"> Emily Drabinski, "Gendered S(h)elves: Body and Identity in the Library", in ''Women & Environments International Magazine'', Fall 2009/Winter 2010; 78/79; Platinum Periodicals, pp 16 - 20, page 16.</ref>
 
  
<ref name="Berman 2"> Berman wrote in his 1971 Introduction: "Knowledge and scholarship are, after all, universal. And a subject scheme should, ideally, manage to encompass all the facets of what has been printed and subsequently collected in libraries to the satisfaction of the worldwide reading community."' Thus, Berman's political claim was in some ways a limited one argues Drabinski. "The primary problem with Library of Congress classification is a lack of correct language. Structural critiques of classifications, however, suggest that Berman's pragmatist, yet reformist, stance is fundamentally limited." in Teaching the Radical Catalog.</ref>
+
<ref name="Public Collectors"> Public Collectors describes its motivation as "founded upon the concern that there are many types of cultural artifacts that public libraries, museums, and other institutions and archives either do not collect or do not make freely accessible. Public Collectors asks individuals that have had the luxury to amass, organize, and inventory these materials to help reverse this lack by making their collections public. Public Collectors feature informal agreements where collectors allow the contents of their collection to be published or exhibited and permit those who are curious to directly experience the objects in person. Collectors can be based in any geographic location.” http://www.publiccollectors.org/</ref>
  
<ref name="Drabinski1"> Emily Drabinski, "Teaching the Radical Catalog" in ''Radical Cataloging: Essays at the Front'', K.R. Roberto, Jefferson, N.C., McFarland, 2008, page 195.</ref>
+
<ref name="Surplus"> The Surplus Library states: “In redefining the concept of a physical library, the Surplus Library on Affect & Economic Exchange operates on the basic assumption that its specific collection of books already exists in the material world: in the homes and private collections of countless individuals. Some of the holdings of this vast and distributed library can become known and accessible through The Surplus Library site. The site develops as the library’s holdings and locations are registered by users.” http://thesurpluslibrary.com/about.</ref>
  
  
<ref name="Drabinski Rad Cat page 202"> See Drabinski, "Teaching the Radical Catalog", page 202. </ref>
+
<ref name ="aaaaarg take-down note" > aaaaarg.fail has been offline at least since March 2020. The URL is redirected to Sebastian Lütger's "textz.com." Sean Dockray has been sued by a Quebec Court for copyright infringement in 2016, and to my knowledge, the case is still pending. More info on <i>e-flux conversations</i>, https://conversations.e-flux.com/t/the-lawsuits-against-and-global-reach-of-aaaaarg-org/3141. </ref>
  
<ref name="Olson 2001 page 115">Hope A. Olson, "Sameness and Difference – A Cultural Foundation of Classification", in ''Library Resources & Technical Services'', Vol 45, No 3, Jul 2001, pp. 115-22, page 115. http://dx.doi.org/10.5860/lrts.45n3.115</ref>
 
  
<ref name="search engines"> Internet search engines, such as Google, for example, are the front door to the www. Search algorithms can be easily adjusted, and search results manipulated according to specific interests. See "Society of the Query-Reflections on Web-Search, Institute for Network Cultures, Amsterdam 2014.  [https://networkcultures.org/query/2014/04/23/reflect-and-act-introduction-to-the-society-of-the-query-reader/ See conference program / download reader] </ref>
+
<ref name ="experimental classification systems"> For a discussion of alternatives to DDC and LCSH, such as Ranghanatan's non-hierarchical facet system watch the recording of my performance lecture "Library Underground – welcome to my tent." See also: Senior (2008). </ref>
  
<ref name="Kvinnsam1"> See [http://www2.ub.gu.se/kvinn/ KvinnSam webpage]. See also [http://www2.ub.gu.se/kvinn/kvinnsam/listor/amnesord.html. KvinnSam's subject headings] See also presentation, Gothenburg University (no date) [File:KvinnSam 14 eng-1.ppt.] See also Helena Bränström, Elsa Modin, "Women are not a subject – subject indexing at Kvinnohistoriska samlingarna" for a detailed discussion of subject analysis, Bibliotekshögskolan Boras, 1998 </ref>
+
<ref name ="Wiegand-Dewey"> See Wiegand (1998, 183). Wiegand examines meticulously how the conservative mindset at Amherst College, where Dewey was a student and library assistant, shaped Dewey’s concepts of classifications and their hierarchies. “Its moral center was located in ‘Anglo-Saxonism’ a doctrine that defined ‘objectivity’ and touted the unique virtues, mission, and destiny of the Anglo-Saxon ‘race.’” It is quite important to understand, that with the very headings, he came up with, Dewey framed and cemented “a worldview and knowledge structure taught on the tiny Amherst College campus between 1870 and 1875 into what became the world’s most widely used library classification.” (Ibid., 188).</ref>
  
  
 +
<ref name="Knowlton"> Steven A. Knowlton (2005, 128) also discovered that the 80 items that remained unchanged show some patterns of thought pertaining to the Christian religion.</ref>
  
consisting of more than 150 000 references to literature in the collections of Gothenburg University Library.
 
  
 +
<ref name="search engines"> Internet search engines, such as Google are the front door to the www. Search algorithms can be easily adjusted, and search results manipulated according to specific interests. See the conference and published reader "Society of the Query – Reflections on Web-Search" (Institute for Network Cultures Amsterdam, 2014).  https://networkcultures.org/query/2014/04/23/reflect-and-act-introduction-to-the-society-of-the-query-reader/ See conference program/. </ref>
  
  
<ref name="Feminist Search Tool"> See Feminist Search Tool. https://feministsearchtool.nl/</ref>
+
<ref name="Kvinnsam1"> See the list of KvinnSam's subject headings on the Gothenburg University library webpage, http://www2.ub.gu.se/kvinn/kvinnsam/listor/amnesord.html. For a detailed discussion of subject analysis at Kvinnsam see Bränström and Modin (1998).</ref>
  
  
<ref name="Evergreen"> Evergreen is an open source library software developed by the library of Giorgia to further a community around non proprietary library software. "The Evergreen Project develops an open source ILS (integrated library system) used by more than 2,000 libraries around the world. The Evergreen community is also marked by a high degree of participation by the librarians who use the software and contribute documentation, bug reports, and organizational energy. As such, Evergreen is very much about both the developers ''and'' the users."    http://evergreen-ils.org/</ref>
+
<ref name="Feminist Search Tool"> See Feminist Search Tool. https://feministsearchtool.nl/.</ref>
  
<ref name="Infrastructural Manoeuvres" > See Infrastructural Manoeuvres, pdf of website accessed 13.4. 2019. The website was down in April 2020. [http://wiki.evaweinmayr.com/images/3/34/Catalogue.rietveldacademie.nl_about.pdf pdf of website, accessed 13.4. 2019]</ref>
 
  
<ref name="Infrastructural Manoeuvres 2" > See notes (thanks to Ann Mertens) taken at a workshop at Rietveld and Sandberg library in May 2019 instigated by Femke Snelting. Martino Morandi & Anita Burato (Rietveld Library) presented and discussed the project when I visited the library to learn about Infrastructural Manoeuvres with students from X-Pub (Piet Zwart Institute Rotterdam). [https://pad.constantvzw.org/p/rietveld_library Notes]</ref>
+
<ref name="Infrastructural Manoeuvres" > See <i>Infrastructural Manœuvres</i>, https://catalogue.rietveldacademie.nl/about.html. </ref>
  
  
<ref name="Freire problem-based page 80"> Paulo Freire, ''Pedagogy of the Oppressed''(1970), New York: Continuum, 2000, page 80. Just to rehearse Freire's opening of chapter two: "Education is suffering from narration sickness. The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. [...] His task is to "fill" the students with the contents of his narration - contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated and alienating verbosity. [...] Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into "containers", into receptacles" to be "filled" by the teacher."  Freire, Pedagogy of the Oppressed, pp. 71/72. </ref>
+
<ref name="Evergreen"> Evergreen is an open-source library software developed by the library of Georgia to further a community around nonproprietary library software. "The Evergreen Project develops an open-source ILS (integrated library system) used by more than 2,000 libraries around the world. The Evergreen community is also marked by a high degree of participation by the librarians who use the software and contribute documentation, bug reports, and organizational energy. As such, Evergreen is very much about both the developers <i>and</i> the users," http://evergreen-ils.org/. </ref>
  
  
<ref name="Drabinski Rad Cat page 204"> Hope Olson's reflections on the principle of Sameness and Difference is discussed in the section Reflection and theorization of projects, [http://wiki.evaweinmayr.com/index.php/Reflection,_theorisation_of_projects#Sameness_and_Difference  "Sameness and Difference"]. In: Emily Drabinski, "Teaching the Radical Catalog" in ''Radical Cataloging: Essays at the Front'', K.R. Roberto, Jefferson, N.C., McFarland, 2008, page 204.</ref>
+
<ref name="MARC"> The newest standard of Machine-Readable Cataloging, MARC 21, which prevents duplication of work and allows for sharing of bibliographic resources across information systems using a common format, is developed and maintained by the Library of Congress. MARC 21 breaks down record metadata into a series of fields (0xx–9xx) and subfields (a–z) in a way that can be easily ingested by existing cataloging systems. See Library of Congress website "What is a MARC record, and why is it important?", accessed May 1, 2020, http://www.loc.gov/marc/umb/um01to06.html. </ref>
  
  
 +
<ref name="IM conversation"> This quote is from an online writing pad conversation with Anita Burato and Martino Morandi (Infrastructural Manoeuvres) during the one-week worksession <i>Unbound Libraries</i> organized and hosted by Constant, Brussels, https://constantvzw.org/site/-Unbound-Libraries,224-.html, and http://media.constantvzw.org/wefts/130/. </ref>
  
 +
<ref name="Infrastructural Manoeuvres 2"> See notes (thanks to Ann Mertens) taken at a workshop at Rietveld and Sandberg library in May 2019 instigated by Femke Snelting. Martino Morandi & Anita Burato (Rietveld and Sandberg Library) presented and discussed the project when I visited the library to learn about Infrastructural Manœuvres with students from X-Pub (Piet Zwart Institute Rotterdam), https://pad.constantvzw.org/p/rietveld_library. </ref>
  
<ref name="Library Underground">See also Eva Weinmayr, Library Underground - A reading list for a coming community, in Publishing as Artistic Practice, ed by Annette Gilbert, Sternberg Press 2016.</ref>
 
  
<ref name="SeeRed1"> Suzy Mackie and Pru Stevenson, founding members of See Red in a blog post
+
<ref name="Berman 2"> Drabinski points out that Berman wrote in his 1971 introduction to "Prejudices": "Knowledge and scholarship are, after all, universal. And a subject scheme <i>should</i>, ideally, manage to encompass all the facets of what has been printed and subsequently collected in libraries to the satisfaction of the worldwide reading community." (Quoted in Drabinski 2008, 3) Thus, Berman's political claim was in some ways limited, argues Drabinski: "The primary problem with the Library of Congress Classification is a lack of correct language. Structural critiques of classifications, however, suggest that Berman's pragmatist, yet reformist stance is fundamentally limited." (Drabinski, 2008, 3) </ref>
http://www.seeredwomensworkshop.wordpress.com</ref>
 
  
  
<ref name="YesMen">New York Times Special Edition. See documentation New York Times Hoax - The Yes Men Fix The World https://www.youtube.com/watch?v=YoZQNgAnvqs. Interview with Steve Lambert in Fillip Magazine winter 2009: https://fillip.ca/content/best-case-scenario, and Steve Lambert website https://visitsteve.com/made/the-ny-times-special-edition/</ref>
+
<ref name="user-centered classification"> For a discussion of alternative approaches, such as S.R. Ranganathan's colon classification that uses nonhierarchical facets see chapter 05*Reflection: Perspectives and framing under the disguise of neutrality as well as Weinmayr (2016). </ref>
  
  
<ref name="ERG1"> See proposed study rules, sent out officially via email to all members of staff and students in 2019. [http://wiki.evaweinmayr.com/images/d/dd/Proposals_for_amendments_to_Study_Regulations_erg_Brussels.pdf See document]. [http://wiki.erg.be/m/#Bienvenue_%C3%A0_l%E2%80%99erg See website École de Recherche Graphique, Brussels]</ref>  
+
<ref name="Freire problem-based page 80"> Paulo Freire, <i>Pedagogy of the Oppressed</i> (1970), (New York: Continuum, 2000), 80. This is Freire's opening of chapter two: "Education is suffering from narration sickness. The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. [...] His task is to "fill" the students with the contents of his narration – contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated and alienating verbosity. [...] Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into "containers", into receptacles" to be "filled" by the teacher." (Freire 2005, 71–72). </ref>
  
<ref name="ERG working group"> The research "group Teaching to Transgress" formed at erg in 2018. During the seminar "No Commons Without Commoning" (January 2018) the group worked on the question "what makes a framework for a community?" and started to look and revise the Study Regulations from a feminist, post-colonial and queer perspective. See Caroline Dath, "Caroline Dath, "How to hack Study Regulations", in ''Mai: Feminism and Visual Culture, special focus #5: Feminist Pedagogies'', Gothenburg-Falmouth, January 2020. https://maifeminism.com/issues/issue-5-feminist-pedagogies/</ref>
 
  
<ref name="Dath"> Caroline Dath, "How to hack Study Regulations".</ref>
+
<ref name="Olson Sameness"> I discuss Hope Olson's reflections (2001) on the principle of sameness and difference in chapter 05*Reflection and theorization of projects: Sameness and Difference. </ref>
  
<ref name="Krauss Sites for Unlearning"> see Annette Krauss, ''Sites for Unlearning, On the Material, Artistic and Political Dimensions
 
of Processes of Unlearning, PhD submission, Academy of Fine Arts, Vienna, 2017, pp.51-53. See also: Sites for Unlearning: https://siteforunlearning.tumblr.com/, and Binna Choi, Annette Krauss, Yolande van der Heide, Liz Allan (eds.) "Unlearning Exercises - Art Organizations as Sites for Unlearning", Amsterdam:  Valiz, and Utrecht: Casco Art Institute/Working for the Commons, 2018. </ref>
 
  
<ref name="Krauss PhD page 51-52"> Krauss, ''Sites for Unlearning'', pp.51-52.</ref>
+
<ref name="ERG1"> See proposed study rules, sent out by the director of [http://wiki.erg.be/m/#Bienvenue_%C3%A0_l%E2%80%99erg  École de Recherche Graphique Brussels (erg)] via email to all members of staff and students in 2019, translated from French to English by Caroline Dath. http://wiki.evaweinmayr.com/images/d/dd/Proposals_for_amendments_to_Study_Regulations_erg_Brussels.pdf. </ref>  
  
<ref name="Spivak habit"> Gayatri Spivak, ''An Aesthetic Education in the Era of Globalization'', Cambridge: Harvard University Press, 2012, page 8. See also Gregory Bateson, ''Steps to an Ecology of Mind'', San Francisco: Jason Aronson, 1972, page 279. As well as Antonio Gramsci, “Intellectuals and Education”, in ''The Antonio Gramsci Reader: Selected Writings 1916-1935'', edited by David Forgacs, 311–320. New York: NYU Press, 2000, page 318. And Antonio Gramsci, ''Selections from the Prison Notebooks'', New York: International Publishers, 1971, page 298.</ref>
+
<ref name="ERG working group"> The research group "Teaching to Transgress" formed at erg in connection to the seminar "No Commons Without Commoning" (January 2018). The question "what makes a framework for a community?" triggered the in-depth reading of the Study Regulations of the art school that subsequently were revised from a feminist, post-colonial and queer perspective. See Dath (2020).</ref>
  
 +
<ref name="Krauss Sites for Unlearning"> See Krauss (2017, 51–53). See also: <i>Sites for Unlearning</i>, https://siteforunlearning.tumblr.com/; and (Choi et al. 2018). </ref>
  
<ref name="Spivak habit 2 "/> Spivak, An Aesthetic Education, page 6. Spivak refers here to Bateson with the quote: "The economy consists precisely in not re-examining or rediscovering the premises of habit every time the habit is used. We may say that these premises are partly "unconscious", or - if you please - a habit of not examining them [the premises] is developed." Gregory Bateson, ''Steps to an Ecology of Mind'', San Francisco: Jason Aronson, 1972, page 274.</ref>
+
<ref name="Spivak habit 2 "> Spivak (2012, 6). Spivak refers here to Bateson with the quote: "The economy consists precisely in not re-examining or rediscovering the premises of habit every time the habit is used. We may say that these premises are partly "unconscious", or if you please a habit of not examining them [the premises] is developed." (Bateson 1972, 274). </ref>
  
 
</references>
 
</references>

Latest revision as of 19:13, 10 October 2020

The previous chapter, 02*Setting, provided an overview of the sites, projects, initial questions and format of this PhD submission, and serves as an introduction to this kappa. In this chapter I will map the context and field for the contribution made by the research project. I will do this by delimiting a range of examples that identify the conditions of knowledge practices concerned with the politics of publishing at the intersection of contemporary art, radical education, and institutional analysis.

The practices described below operate post-representationally, or in curator Nora Sternfeld's words, they are "negotiating with reality."[1] They are widely spread in geographical and historical terms, and they draw on a wide range of disciplinary sources. This broad field of sampling stems from a commitment to working transversally, and to not be bound by the protocols of one field alone – be it contemporary art, feminist organizational practices, or radical education.

On closer inspection, the practices I discuss here share some distinct features. All are discrete instances in which the dominant paradigms of publishing and the formation of knowledges have, in one way or another, been adjusted, acting as counter-political projects. I did not start with explicit criteria to identify relevant examples. Rather, I worked my way backwards to arrive at criteria that would in turn aid me in naming and delimiting the field to which I am contributing.

The practices described in what follows interfere in distinct ways with notions of authorship, editorial processes, design, production, and distribution, as well as with methods of classifying, archiving, and reading. This affinity ties them together into a broader act of contesting power structures. I present the examples in a broadly chronological sequence. However, I do not wish to suggest that there is any developmental narrative here as such. Instead, these different practices provide a genealogy of concerns that help to locate the specific contribution of the current inquiry.



Setting up alternative infrastructures

The beginning of artists and poets using the book format as an artistic medium has been traced back to Stéphane Mallarmé (1842–98) and William Blake (1757–1827) (Drucker 2004, 21) and to Russian Futurism, Dada, and Surrealism in the early 20th century. Yet it is the emergence of conceptual art in the 60s and 70s and its tendencies towards the "dematerialization the art object" (Lippard 1973) that shifted the focus from the precious and artistically crafted "livre d'artiste" to political questions of production, dissemination, and consumption of art more generally.

Early conceptual artist books: Setting up infrastructures of production and distribution (the 60s and 70s)

Conceptual art criticized the paradigms of the art market by challenging the aura of preciousness and uniqueness of traditional art objects. In this respect, the qualities of the book are interesting, because "a book's text is infinitely replicable, the number of copies that can be printed is theoretically limitless." (Kostelanetz as cited in Lyons 1993, 13).

Early conceptual artists' books in the US have been characterized as a means to circumvent established institutional structures and perhaps, to a certain degree, as an attempt to reform the art system: "(1) the use of inexpensive printing and production methods allowed anyone to be a publisher, (2) alternative distribution networks were 'aiding in the decentralization of the art system …', (3) this form of art was portable and disposable and (4) these works were, or could be, 'democratic objects'" (Perrault 1973, 15–21).

Asked why the book has proved to be so attractive as an artistic medium, art theorist Lucy Lippard (1993, 45) speculates that artists' books are "considered by many the easiest way out of the art world and into the heart of a broader audience." Lippard describes here the fundamental political potential of the artists' book as a conceptual and material means to question, intervene in, and disturb existing practices and institutions.

Art-Rite magazine #14, New York, winter 1976/77. Read the artists' responses to this call here..

The challenge was to set up production and distribution systems that provided an alternative way to make the books circulate without falling back on exclusionary market mechanisms of the prevailing status quo. Investigating how artists could set up independent systems of circulation in the mid-70s, the editors of Art-Rite magazine put out a call:

Artists' Books – We are investigating the possibilities of a publishing and distribution system for artists' books. (This does not mean catalogs.) Do you have: a) already published books that we can distribute or sell on consignment? b) Completely planned, unpublished books with or without dummies? c) names of other artists who have either one? Let us know. Please send information to PRINTED MATTER, 164 Mulberry St., NYC 10013. (Art-Rite 1975/76, 3).

This first appeal was followed by a second call, which attempted to generate discourse by inviting thoughts and motivations from artists experimenting with the medium:

If you feel inspired to write something informal, but brief and concentrated, about your views on any of the issues related to artists’ books, please do so. Why are you attracted to artists’ books? What are the best potentials and also the basic difficulties concerning this form (either innate to the medium itself or to its superstructure/or lack of it)?[2]

Due to their perceived potential to subvert the (commercial, profit-driven) gallery system and to politicize artistic practice, artists' books played an important part in the rise of independent art structures, claims artist Joan Lyons. She, for example, founded the Visual Studies Workshop Press, at the Rochester-based independent art school VSW in 1971. The press published artists' books by students and staff alike, as part of the educational process (Lyons 1993, 8). Artists started to set up their own distribution infrastructures by starting independent artists' book shops (some of them still thriving today, such as Printed Matter, New York, and Art Metropole, Toronto),[3] in an attempt to counter, to a certain extent, the hegemonic art gallery market. It is necessary to be circumspect about this latter point however, as history has shown that artists' books were always prone to be recaptured by the market and turned into collectibles.[4]

Descriptors and their discontents: artist book, artist's publishing

⟶  see published interview: More Verb, Less Noun – Publishing as Collective Practice (Jinglun Zhu) ⟶  see chapter 06*Analysis: Micro-politics of Publishing ⟶  see book chapter: Confronting Authorship – Constructing Practices (How Copyright is Destroying Collective Practice)

Ulises Carrión, leaflet from "Other Books and So," Amsterdam, no date. In Ulises Carrion. Dear Reader. Don't Read, Museo Nacional Reina Sofia Madrid, 2016, 194. Download book here.

Artists in this period certainly helped to expand the limits of mainstream art and pushed the understanding of what a book can be or do. Yet there is, I would claim, a problem with the descriptor "artists' book." It reduces the multi-faceted social, critical, and educational agencies involved in book production, circulation, and consumption to an object; moreover, an object subjected to notions of ownership and authorship and thus to monetary value and copyright.

Therefore, for this inquiry into the critical agency of publishing and knowledge practices, the term "publishing" seems more useful. This shift in terminology puts the focus on the process rather than on the finished object, a shift that I will explore from different perspectives throughout my inquiry. The interview with Jinglun Zhu, "More Verb, Less Noun," for example, discusses underground publishing, piracy, and collectivity. Chapter 06*Analysis: Micro-politics of Publishing, examines the shift from object to process from an institutional and educational perspective. The book chapter "Confronting Authorship – Constructing Practices (How Copyright is Destroying Collective Practice)" explores this shift from a legal perspective.

The traditional term "artists' book" is still widely in use as the numerous artists' publishing fairs across the globe evidence: "The New York Art Book Fair," founded in 2005 by Printed Matter; "London Art Book Fair" at Whitechapel Art Gallery in London; "Index Art Book Fair" in Mexico City; "MISS READ – Berlin Art Book Festival"; "Vancouver Art Book Fair"; "Tokyo Art Book Fair," to name just a few.[5] However, recent activities, scholarship, and discourse, seem to take into account the processual practice aspect of publication. For example, Eleanor Vonne Brown at the independent publishing space X Marks the Bökship in London, convened an event series "Publishing as Practice" (2010 and 2014). Since then a number of publications dealing with publishing in a broader sense have appeared, such as the anthology Publishing as Artistic Practice (Sternberg Press, 2016) edited by Annette Gilbert, and Publishing Manifestos (MIT Press, 2019) edited by Michalis Pichler.[6]

The term "artists' publishing" shifts certainly the emphasis to the processual and its social and emancipatory agency, but it also limits its applicability to makers or authors who define themselves as artists. In 1979, Richard Kostelanetz was already addressing this issue:

One trouble with the current term artists' books is that it defines a work of art by the initial profession (or education) of its author, rather than by qualities of the work itself. Since genuine critical categories are meant to define art of a particular kind, it is a false term. The art at hand is books no matter who did them; and it is differences among them, rather than in their authorship, that should comprise the stuff of critical discourse. (as cited in Lyons 1993, 13)

Kostelanetz's emphasis on what books do, rather than who made them seems to be in line with Michel Foucault's critique of the author function that I will discuss and problematize from a feminist and decolonial perspective in the chapter 06*Analysis: Micro-politics of Publishing.

Counter-cultural alternative media – Radical Printshops (70s, 80s, UK)

⟶  see: See Red, Women's Workshop, London My inquiry into the micro-politics of publishing as an agent for change moves beyond the field of art and extends into the wider field of counter-cultural alternative media. Jess Baines' (2016) work on radical printshops in the UK – which can be seen as an attempt to write historiography from within – has shown how historical feminist collectives have organized themselves (1960s–80s) in a struggle for women's liberation. Baines also shows how media, such as prints, posters, magazines, and zines, were used to create communities and campaigns around the issues at stake.

Baines illustrates how alternative media and social movements have mobilized the concept of "counter-public spheres", or in Nancy Fraser's words "subaltern counter-publics." Fraser describes these spheres as "parallel discursive arenas where members of subordinated social groups invent and circulate counterdiscourses to formulate oppositional interpretations of their identities, interests, and needs." She gives the example of the US feminist subaltern counter-public "with its variegated array of journals, bookstores, publishing companies, film and video distribution networks, lecture series, research centers, academic programs, conferences, conventions, festivals, and local meeting places, where feminist women have invented new terms for describing social reality, including 'sexism,' 'the double shift,' 'sexual harassment,' and 'marital, date, and acquaintance rape.'" (Fraser 1990, 67)

It's interesting that Fraser's reflection on the question of "alternative media" in 1990, notes that not all of the subaltern counterpublics are necessarily "virtuous," but can be anti-democratic and anti-egalitarian. She argues that, in principle, "assumptions that were previously exempt from contestation will now have to be publicly argued out" and that "the proliferation of subaltern counterpublics means a widening of discursive contestation." (Fraser 1990, 67) Today, 30 years later, given the rise of far-right movements and their successful media strategies, we might have to rethink the concepts of counterpublic and alternative media more carefully.[7]

The question of what constitutes alternative media has been broadly defined as "media production that challenges, at least implicitly, actual concentrations of media [symbolic] power." (Couldry and Curran 2003, 7). Here, of course, criteria are needed to define counter-cultural practices. Jess Baines (2016, 17) summarizes these as "politically progressive and/or oppositional content; democratic organizational practices; independence from commercial and state influence; involving amateurs rather than professionals; considering audiences as participants (potential if not actual) rather than consumers; adapting/mobilizing available technologies". She notes that these criteria, generally speaking, "point in the same direction, towards the democratization of media in terms of what is produced (different perspectives), who produces it (different bodies) and how it is produced (different practices)."

See Red self defense.jpg

Jess Baines' in-depth study of radical printshops in the UK provides a framework for understanding the practice of the See Red Women's Workshop, which printed silk-screened posters between 1974–90, in London. These posters, and the production of media more broadly, extend, according to Baines (2016, 12), "the communicative capacities of politically, economically and socially 'marginal' groups and disputing various forms and practices of 'dominant power.'" For See Red, disputing forms of dominant power included, for instance, inventing new modes of working together that produced forms of collective authorship. Founding members of See Red, Suzy Mackie and Pru Stevenson (2013a), explain:

In the early days, the posters were mainly produced about our own personal experiences as women, about the oppression of housework, childcare and the negative image of women [in media and advertising]. An idea for a poster would be discussed in the group; a member would work on a design, bring it back for comment, someone else might make changes, and so on until the collective was satisfied with the end result; no one individually took the credit. This was a concept many in the art world found hard to accept: 'who holds the pencil? Someone must hold the pencil!'

This account of collective creative practice that seeks to work against individual authorship and defies ideas of entitlement or ownership, is significant for the discussion of regimes of individual authorship in chapter 06*Analysis.⟶  see chapter 06*Analysis: Micro-politics of Publishing

The See Red print workshop, despite its productive functions, was a site of sociality. In a public talk, members of the See Red Women's Workshop stressed how important it was to gather in person and generate ideas on how to visualize a particular issue that was important to them. It was the activity of articulating experiences and collective brainstorming that politicized their practice, and it was the exchange of ideas that led to sharp slogans and imagery for the posters (Mackie and Stevenson 2013b). As Baines' study shows, the printshops were much more than "collaborations." The interviews she conducted with members of the printshops show that this practice "is about change, personal and social, not just as something cognitive, but also via physical, embodied practice."[8] This implicit collectivity was also seen as a form of resistance: "It was part of the politics that you sought an alternative route to the mainstream because it rejected you for race, gender, sexuality, anything, so it was ok we'll do it ourselves, and we'll do it in a different way that is non-hierarchical." (Baines 2016, 118)

The collectivity, as Baines (2016, 11) explains, generated "cultural constellations" that "produced and were produced by movements and milieus," that were "made up of groups and individuals staking particular claims, producing 'culture,' developing new ways of 'doing things' and mobilizing technologies and tools to do so."

The printshop as a site of culture and knowledge production could be related to the model of the rhizome, a metaphor borrowed from Deleuze and Guattari's critique of 'arboreal' thought (the tree as a model for knowledge). Baines explains that arboreal thought is hierarchical, centralized and linear (with roots, a trunk, and branches that subdivide in importance), whereas the rhizome is anarchic, made of points without a center, but "always in the middle, between things… the tree is filiation… the rhizome is alliance." (Deleuze and Guattari 2005, 25). "Any point of a rhizome can be connected to anything other, and must be. This is very different from the tree or root, which plots a point, fixes an order." (7).

The figure of the rhizome suggests heterogeneity and multiplicity, processes and flows rather than structure and fixity and therefore relates, according to Olga Bailey, Bart Cammaerts, and Nico Carpentier to alternative media's potential to connect diverse struggles (Bailey et al. 2008, 27). This rhizomatic way of working that connects different struggles could also be seen as a working principle of contemporary feminist media collectives, such as Constant in Brussels that apply some aspects of radical print shops to open source technologies.

Open Source: Feminist technologies: Constant (Brussels)

Constant is a feminist, non-profit, artist-run organization based in Brussels, active in the fields of art, media, and technology since 1997. Current artistic director Femke Snelting describes Constant as "a collective of collectives [...] trying to work out 'what' feminist technologies could be, and 'how' they could be practiced." (Snelting et al. 2018).

Constant develops, investigates, and experiments. Constant departs from feminisms, copyleft, Free/Libre + Open Source Software. Constant loves collective digital artistic practices. Constant organizes transdisciplinary work sessions. Constant creates installations, publications, and exchanges. Constant collaborates with artists, activists, programmers, academics, designers. Constant is active archives, poetic algorithms, body and software, books with an attitude, correlations, counter cartographies, situated publishing, e-traces, extitutional networks, interstitial work, libre graphics, performative protocols, relearning, discursive infrastructures, hackable devices. ⟶  see: webpage Constant

The groups working with/at/around Constant explain how they make a connection between the ideas of free software[9] and feminist values: "In French the term for "operating systems" is "système d'exploitation," and as a feminist, you don't want to accept your exploitation system, you want to be able to change and modify it." For feminist technology seems incomplete "if you don't do all the layers."[10]

Constant's feminist work on technology looks beyond the front end (the devices, the software we use) to explore the back end (the channels, the servers, the infrastructures). "We were performing and enacting the feminist potential of free software and then seeing that there are many more things going on that keep back that potential and that we needed to be much more direct, explicit, and clear about our feminist intentions," says Snelting in a video conversation with Barcelona-based activist SpiderAlex. (Snelting et al. 2018).

This entails taking the consequences of thinking technology as "being embedded in practices of maintenance, of care, of resources, of shorter as well as longer time frames" seriously. Going through all the layers means thinking about how technologies produce norms, how they make space for difference, how they work from possibilities and not probabilities, how they can keep opening up that potential." (Snelting et al. 2018). According to Snelting, feminist infrastructure is not about control and ownership. For her, " it is crucial to remind ourselves that technologies are about relations with things we like to relate to, but also things we don't like to be related to. So its about practices that make the best of those situations." (Snelting et al. 2018). Snelting emphasizes a certain persistence, that is not necessarily "going towards a solution," but a persistence "that is determined and strengthening and maybe even empowering without cutting itself away from the dependencies it is entangled with." She refers here to Donna Haraway's "staying with the trouble." Haraway (2016, 4) argues in her book that, "eschewing futurism, staying with the trouble is both more serious and more lively. Staying with the trouble requires making oddkin; that is, we require each other in unexpected collaborations and combinations, in hot compost piles. We become-with each other or not at all. That kind of material semiotics is always situated, someplace and not noplace, entangled and worldly." Haraway argues that "staying with the trouble" is only possible in relationships (with people, with materials, with tools), since "alone, in our separate kinds of expertise and experience, we know both too much and too little, and so we succumb to despair or to hope, and neither is a sensible attitude."

Constant’s activities are so many, and on several different layers and fields of inquiry that it is not possible for them to be adequately "captured" here: the scale of the endeavor is truly impressive. Regardless of scale, I would argue that it is the entirety of their rhizomatic practice, its "ongoingness", that makes Constant such an important organization. Their open-source approach – an underlying principle in their mode of working – develops temporalities and effects that are very different from one-off artistic gestures, such as "interventions" that often remain in the realm of the symbolic. To be able to sustain this practice for more than 20 years, to be able to pay active members even a modest monthly salary, is exemplary of how intersectional feminist institution-building can be pursued beyond conventional structures such as the artspace, the university, the cultural center – in Constant's own words through "extitutional" network building.

Interventionist strategies “Insertions into Ideological Circuits”

Hacking and infiltrating, using infrastructures already in existence, is a different tactic of radical publishing that is being employed by artists and activists. Insertions into Ideological Circuits (1970) is a series of works by Brazilian artist Cildo Meireles. He infiltrated infrastructures of circulation by printing anti-war slogans on recyclable Coca-Cola bottles as a gesture against the (then) ongoing war in Vietnam. Meireles screen-printed empty bottles and returned them to shops, making them re-enter the circulation system. The inscribed bottles got refilled in the factory and delivered via shops to consumers. Banknotes are another circulation system that Meireles appropriated for his own purposes. Taking advantage of the fact that notes pass from hand to hand in exchange for goods, he rubber-stamped critical questions about the Brazilian dictatorship onto banknotes – of varying denominations and currencies –and fed them back into circulation. Here the artist merely “piggy-bagged” on existing infrastructures of circulation as a carriers for his messages.

The Yes Men, New York Times, Special Edition, 2008.

A similar strategy was put to action in the US (November 2008), when activists around the North American prankster collective The Yes Men “hacked” The New York Times by printing a “special edition” of 80,000 copies, that were distributed for free to passers-by on the streets of several US cities. This special edition was a perfect replica of the visual appearance of The New York Times, in terms of paper, graphic design, typefaces, and size. Thus, the activists co-opted – to an extent – the authority of the brand "The New York Times " to circulate a visionary “best-case scenario” with hypothetical headlines and articles, such as "Iraq War Ends," "Minimum Wage Law Passes Congress," "USA Patriot Act Repealed," "All Public Universities to Be Free."[11]


Library as Infrastructure

⟶  see book chapter: Library Underground – a reading list for a coming community

⟶  watch video: Library Underground – welcome to my tent

⟶  Library Underground-welcome to my tent-film still.jpg

The discussion of the practices mapped above points to the significance of building (or intervening in) infrastructures of circulation and modes of sharing. Libraries occupy an important role in the distribution and circulation of published knowledge. Whether a physical collection of inked paper or an online archive of digitally published files, libraries are key moments for accessing, activating, and disseminating knowledge. The ethos of the public library (in contrast to private, monastic, or other specialized and restricted libraries) is intimately connected to democratic ideals of equality and free access to knowledge. As Anna-Sophie Springer points out, libraries, being usually non-profit spaces, provide citizens with material and immaterial goods and media that would otherwise have to be purchased.[12] The public library can be defined as (i) a publicly available collection, (ii) housed in a public building, (iii) indexed and made accessible with the help of a public catalog, (iv) serviced by trained librarians and (v) financed through public funds.[13] A complex body of research, as well as artistic interventions, and sociological and media studies in the last decade have focused on the function and importance of libraries. David Weinberger, for example, proposes thinking of libraries as "open platforms" – not only for the creation of software but also for the development of knowledge and community.[14]. Shannon Mattern suggests that we understand the library as a place where informational and social infrastructures intersect, and highlights the benefits to immigrants, seniors, individuals searching for work, public school students, and aspiring entrepreneurs.[15] Tomislav Medak reminds us of the many sides of the phenomenon that the public library is: a "major community center, service for the vulnerable, center of literacy, informal and lifelong learning; a place where hobbyists, enthusiasts, old and young meet and share knowledge and skills." (Medak 2015, 81). The Guardian newspaper (Flood, 2019) points out that "Britain has closed almost 800 public libraries since 2010".

Synergy Magazine, Index for 1967–71. Download PDF.

But institutional (in contrast to private or self-organized) libraries are also disciplinary institutions that play a part in determining what comes to be validated as relevant knowledge. "The revolting librarians," a movement of the 70s in California, criticized the limited range of topics and information public libraries provided at the time serving mainly a white, middle-class readership. They pointed towards the American Bill of Rights declaration that stated the library should provide information "for every member of the community"[16] and consequently campaigned for the inclusion of topics that served marginalized groups. The library newsletter Synergy, published in the 60s and 70s by the Bay Area Reference Center in San Francisco lists subjects such as "San Francisco State College-Strike," "Neglected Novels," "The Underground Press," "Right-Wing Periodicals," "Women's Liberation," "Native Americans," "Ecology," "Radicals in the Profession," "Gay Liberation," "Prisons," "Insurgent Librarians," "Occult," and "Changing Family Structure."[17]

The 70s radical library movement in the California's Bay Area, and the various attempts (historical and contemporary) to circumvent enclosures and establish "extitutional" and informal library infrastructures are discussed in more detail in the book chapter "Library Underground – a reading list for a coming community." In what follows, I will present practices of radical librarianship that operate outside institutions (extitutional) and secondly, others that operated from within institutions.


Radical Librarianship – "extitutional": Questions of access and validation

There is considerable artistic and activist work being done that draws attention to the politics of access (copyright enclosures), to processes of validation (what knowledges are legitimized, and included) and biases in organizing, framing, categorizing, and classifying knowledge. In short: what is subsumed under the term bibliographical practices (representation).

An artwork: "Martha Rosler Library" (2007)

A wide range of artists have worked with libraries as part of their artistic practice. A notable example among them is Martha Rosler. At the invitation of Anton Vidokle (e-flux) nearly eight thousand books were temporarily removed from the artist's home to be made available to the public in an e-flux organized reading room in New York, at the Liverpool Biennale and in several exhibitions across Europe – "Martha Rosler Library". Elena Filipovic (2007) describes this as

an act of incredible generosity, one of America's most important living artists temporality dispossessed herself of the vast majority of her personal library so that it could be made available for consultation. No borrowing was possible, but the eclectic ensemble of books on economics, political theory, war, colonialism, poetry, feminism, science fiction, art history, mystery novels, children's books, dictionaries, maps and travel books, as well as photo albums, posters, postcards and newspaper clippings could be studied at will.

It has been suggested that the contents of the library are "both the source of Rosler's work and an installation/artwork that continues many of the concerns – with public space, access to information and engaged citizenship – that traverse her entire oeuvre." (Filipovic 2007)

Filipovic's narrative seems to suggest that one possible interpretation of "Martha Rosler Library" is as a sort of portrait of the artist: One could read Rosler's oeuvre through her books by reflecting on the relationship between her artwork and the books. Rosler vehemently opposes this reading in an interview with Stephen Wright:

The one thing about the library I never anticipated was that people would see it as a portrait of me. That is the least interesting interpretation that could possibly exist. Why see it as a symbolic creation? Why not see it as a library, with both books from diverse sources and pamphlets and other things? Because otherwise, you have abstracted it to the point where it's offering you nothing. So I am horrified by the library-as-portrait. [... That means] they didn't have to see it as an open invitation to anything, but only as ruins, like if we decipher this, we'll have the story of Martha Rosler. No, no, no, no, wrong! Look through the artist, this artist, to the basis of the practice of an artist. (Domela and Barnes, 2008, 11).

The problem, I argue, with Rosler's suggestion is that even if one abstracts "an" artist from "the" artist, this library is framed as an artwork by an individual artist in collaboration with an initiator ("at the invitation of Anton Vidokle"). Therefore this personal library always points back to one individual, its creator, the artist. As such it is certainly a generous gesture but still, one that quite simply re-affirms a conception of art with a capital A, in which an artist creates a work, and others are invited to interpret it. The question to ask is, how would one encounter these books had she lent or donated them to a public library without adding her name to them? Or in other words, what kind of value is added by framing this collection of books as Martha Rosler's?

A network of relationships: Infoshops (1990s UK)

A fundamentally more collective approach is exemplified by various small self-organized libraries and reading rooms that have appeared in cities throughout Europe and the US in recent years. Often set up by artists or connected to newly emerging makerspaces, these small community-run libraries are informally organized and cater to the needs of local residents and various community groups living in the area. They are building on the tradition of collectively run infoshops or community archives arising in the 90s in the UK and US as part of social movements.

Infoshops are nodes "free space within a diffuse, anti-hierarchical network" (Atton 2003, 58) and are often homes not only for debate and discussion but also for alternative media and are thus connected to the radical printshops discussed above. Infoshops tended to operate independently, and not be council-run or affiliated to other organizations, and catered specifically for the information (and other, social and cultural) needs of its users (1999, 24–29). Chris Atton (2003, 58) explains that

one of the info shop's key functions is to be a repository and distributor of alternative media (mostly, though not exclusively, anarchist media), and it appears to function as a hybrid form of information resource, acting as a library, archive, distributor, and sales outlet. It can also be a site for the production of such media, often produced by the same collective that runs the infoshop itself.

The infoshop can thus be seen as having a two-way function: being the origin as well as the outcome of collective action.[18] It offers, according to Atton, a radical form of community library and plays a crucial role in developing autonomy, solidarity, and reflexivity in the creative processes of activist politics.

Shadow Libraries

"With books ready to be shared [online], meticulously cataloged, everyone is a librarian. When everyone is a librarian, the library is everywhere." (Mars et al. 2012)

In the last decade, a multitude of online shadow libraries emerged. Operating as peer-to-peer sharing platforms, they build on the idea that "when everyone is a librarian the library is everywhere." These piratical text collections pool together resources that were already in circulation and newly scanned books that are (often illicitly) uploaded by the platforms' users.

This is a library which is perfectly virtual, which has no monumental buildings, no multi-million euro budget, no miles of stacks, no hundreds of staff but which has, despite lacking all that what apparently makes a library, millions of literary works and millions of scientific books, all digitized, all available at the click of the mouse for everyone on the earth without any charge, library or university membership. (Bodó, 2015, 1)

A range of scholarly and activist work has shown the ways in which the history of book piracy is tightly connected to the history of the printing press, to the history of censorship, the history of copyright, and civil disobedience.[19] Therefore it is important to acknowledge the cultural significance of book piracy, because "ultimately it is a story about how knowledge is circulated beyond and often against the structures of political and economic power, and thus it is a story about the changes this unofficial circulation of knowledge brings." (Bodó 2015, 2). A wide spectrum of workshops, seminars, and conferences and symposia have been organized over the last decade to identify the need for, and the importance of, shadow or pirate libraries to counter the monopolies and enclosures in the prevailing knowledge economy[20]. I have been invited to participate in some of these and talk about the Piracy Project and the intricacies and blockages that regimes of copyright and intellectual property are currently producing in the fields of arts and education, a topic that I explored in the book chapter "Confronting Authorship – Constructing Practices (How Copyright is Destroying Collective Practice." ⟶  see book chapter: Confronting Authorship – Constructing Practices (How Copyright is Destroying Collective Practice)

For a full understanding of the range of specific problems copyright poses for libraries in the mere fulfillment of their basic mission of providing documents and books for lending and copying, one has to understand the effect of digital lending rights. Copyright law provides exceptions for libraries to lend physical books (one copy can be indefinitely lent and read by different library users). In contrast, libraries are only allowed to digitize their holdings for use onsite.[21] Off-site lending (e-lending) of copyrighted works is, in most cases, only possible through license agreements and digital subscriptions with individual publishers that libraries can only afford on a limited scale.[22]

This is a rough sketch of the context in which Aaron Swartz produced his "Guerilla Open Access Manifesto" calling for the liberation and sharing of scientific knowledge. Swartz forcefully asserted that scientific knowledge, produced with significant backing of public funds and the voluntary labor of academics, could not be locked up behind corporate paywalls set up by publishers. Unauthorized copying and dissemination of scientific works and their transfer from behind closed paywall repositories to public archives, he claimed, is a moral question. [23] He created, according to Balázs Bodó, "an ideological framework which was more radical and promised to be more effective than either the creative commons (Lessig, 2004) or the open access (Suber, 2013) movements that tried to address the access to knowledge issues in a more copyright-friendly manner." (Bodó 2015, 8)


⟶  see project 3*The Piracy Project In the following, I will briefly map some of the recent and current shadow library initiatives that – each in its different way – constitute the wider context for my research inquiry and for the Piracy Project more specifically.


Sci-hub ("Remove all barriers in the way of science") was founded in 2011 by Alexandra Elbakyan, at the time a graduate student in science (Kazakhstan). Frustrated by the inaccessibility of scientific papers for research and education due to high costs, Elbakyan created a website that enables users to download PDF versions of scholarly articles, including many articles that are paywalled at their journal's site. As of April 2020 Sci-hub provides access to 81,327,483 journal articles and papers[24] and receives, according to Michael S. Rosenwald (2016), approximately 400,000 download requests per day. Elbakyan stresses that the important part of Sci-Hub is the script that can download papers that are behind paywalls directly from the publisher.[25] One method that Sci-Hub uses to bypass paywalls is to obtain leaked authentication credentials for educational institutions. These credentials enable Sci-Hub to use institutional networks as proxies and gain access to subscription journals (Himmelstein et al. 2018) – a tactic that differs from other shadow libraries that rely on users to digitize physical copies (often manually) for uploading to the repository.


⟶  see archive: Memory of the World A second example is Memory of the World set up by Marcell Mars and Tomislav Medak around 2012. They explain that Memory of the World has two main aims: firstly, to make a case for the institution of the public library and its principle of universal access to knowledge; secondly, to explore and develop distributed internet infrastructure for amateur librarians. Memory of the World invites amateur librarians to scan their book collections and upload the digital PDFs or e-pubs to the shared repository for others to download. Convinced that knowledge should be free and not curtailed by big publishing monopolies or copyright notes, Memory of the World offers a new interpretation of what a public library could be. Or in Balázs Bodó's words, "users left to their own devices, can produce a library by themselves for themselves. In fact, users are the library. And when everyone has the means to digitize, collect, catalog, and share his/her own library, then the library suddenly is everywhere." (Bodó 2015, 10)


Aaaaarg.fail, comes at the issue from a slightly different angle. It is an online text repository, which initially served as a library for the "The Public School," a framework supporting autodidact activities that began in Los Angeles in 2007.[26] The Public School's initiators, Fiona Whitton and Sean Dockray, were critical of the assumption that a curriculum must always come with an institutionalized agenda defining a prescribed canon of learning. In the Public School, people propose classes they'd like to take or want to teach.[27] The Public School has now spread to other cities, including Buenos Aires, Berlin, San Francisco, New York, Durham, Helsinki, London, Vienna among others. Aaaaarg has grown over the years into "a community of researchers and enthusiasts from contemporary art, critical theory, philosophy, and related fields who maintain, catalog, annotate and run discussions relevant to their research interests."[28] Sean Dockray describes aaaaarg as "a conversation platform – at different times it performs as a school, or a reading group, or a journal. Aaaaarg (originally aaarg, an acronym that stands for "Artists, Architects, and Activists Reading Group")[29] was created to develop critical discourse outside of an institutional framework. But rather than thinking of it like a new building, Dockray suggests imagining scaffolding that attaches onto existing buildings and creates new architectures between them."[30] Quite significantly, there is no moderation of the site beyond the maintenance of the server and the technical infrastructure. This open approach distinguishes it from other shadow libraries and, most importantly, it shows that aaaaarg transcends the understanding of a library "as service" supplying distinct and finite objects to distinct and individual readers.


⟶  see archive: Monoskop ⟶  see: Monoskop, Compendium of digital shadow libraries ⟶  see: Monoskop, Inverse Reader

Monoskop, set up and run by Dušan Barok (Amsterdam), is akin to aaaaarg in that it is a wiki (including a blog) where anyone (who creates a wiki account) can contribute. Monoskop creates a densely networked repository by aggregating and interlinking documents, works, and initiatives related to the avant-gardes, media arts and theory, and activism. In an interview with Annet Dekker, Barok explains that "besides providing access, digital libraries are also fit to provide context by treating publications as a corpus of texts that can be accessed through an unlimited number of interfaces designed with an understanding of the functionality of databases and an openness to the imagination of the community of users. [...] This can be done by creating layers of classification, interlinking bodies of texts through references, creating alternative indexes of persons, things, and terms, making full-text search possible, making visual search possible – across the whole of the corpus as well as its parts, and so on." (Dekker 2017). The Monoskop wiki is a structure that truly highlights potential of intertextuality in digital libraries. It provides, for instance, a compendium of digital shadow libraries as well as a reader linking to a wide range of writings, talks, and conversations about digital libraries, whether shadow, independent or artistic.[31]


The second strand of shadow libraries and digital repositories that should be mentioned here also aim to counter enclosures and monopolies but they differ in one crucial aspect from user-generated peer-to-peer platforms in that they are individually curated. Ubuweb, for example, is a meticulously curated online archive for text, audio, and video run by US-based conceptual writer Kenneth Goldsmith. The Public Collectors online archive is administered by Marc Fisher (Temporary Services) in Chicago; it hosts "cultural artifacts that public libraries, museums and other institutions and archives either do not collect or do not make freely accessible".[32] Antonia Hirsch's The Surplus Library on Affect & Economic Exchange promotes the lending of privately owned hardcopy books, mediated through an online platform, which indicates the location of the books available for lending..[33] This second set of critical archiving practices is mostly connected to an individual (artist). This raises the question of maintenance, a problem that has been getting increasingly more attention in recent activist discourse. Strategies are needed to secure the accessibility and usability of this work – often decades of digitizing and archiving content – for future generations. How could such infrastructures be collectivized? The questions of maintenance are pressing, as are those of legal prosecution.[34]

Ultimately, the question that emerges is what could institutional libraries learn from "extitutional" and disobedient practices? Balázs Bodó points out that book pirates excel in some of the core services of libraries. "For the moment, pirate libraries provide significantly better services than most of the institutional libraries. They offer far more electronic books, with much fewer restrictions and constraints, to far more people, considerably cheaper than anyone else in the library domain". Therefore, the question is not meant as a joke, but as instigation to learn from book piracy, to take it seriously, not just as a threat, as Bodó proposes, "but as an opportunity". (Bodó 2015, 4)


Radical Librarianship – "institutional": Questions of organization and classification

⟶  see chapter 05*Reflection theorization of projects: Perspectives and framing under the disguise of neutrality We are now moving from community-run, code-based searchable online repositories into the halls of a library building with shelves, shelfmarks, subject headings, and printed volumes tagged with unique identifier labels. It is a highly classified space that formalizes and arranges knowledge into categories, both intellectually and spatially. As librarian and scholar Emily Drabinski explains, classifications are built of two parts: subject headings that locate materials intellectually (grouping them under a defined subject) and call numbers that translate the intellectual map into the linear reality of library shelves. "Subject headings fix books in a stable intellectual space, call numbers fix them in physical space. Each subject heading is correlated with a number that places the book in linear order on library shelves. This is an inescapable material constraint; each book can occupy one and only one space on a library shelf." (Drabinski 2009, 16)

The catalog captures and represents the knowledge in the collection via index cards. They list the author's name and the book's title, the metadata description (format, publisher, year, etc.), the subject heading (the field), keywords (what it is about) and the book's shelfmark (the location in the library). In such a traditional physical setting, the entry points for searching are limited to either author name, subject heading, keywords in the catalog, or eventually, to serendipitous browsing of the shelves (good neighbors). The library, therefore, is a place of rigorous organization and discipline.

The two most widespread classification systems are (i) Dewey's Decimal Classification system (DDC) – the prevailing system in public and research libraries outside of the US and (ii) Library of Congress Subject Headings (LCSH) – that govern mainly libraries in North America. In addition to these, there are also a few National Standards – in Sweden, for example – and other classification systems outside the Global North.[35]

The two main systems are based on a "universal language" and a so-called "controlled vocabulary" to formalize the classifications and the terms used. There are inherent limits to the concept of "universal language" that I discuss in detail in chapter 05*Reflection, theorization of projects: Perspectives and framing under the disguise of neutrality. Descriptors are not neutral: whether classifying, indexing, naming, or key-wording, there is always an act of interpretation. They frame and therefore control whether content will be found and to an extent how it will be read. Melvil Dewey's biographer, for example, points out that DDC is grounded in "a patriarchal White Western (and Christian)" worldview and therefore excludes a whole range of alternative perspectives on humanity's knowledge.[36] Another caveat regarding DDC is identified by philosopher Hope Olson (2001, 652) who asserts that "DDC typically follows the liberal approach of instituting equality or sameness more often than it represents diversity. The problem of equality is its homogenizing presumption that the same model will apply universally."

We have three dilemmas that I summarize here and will discuss in more detail in chapter 05*Reflection, theorization of projects. Firstly, descriptors are needed, but an universal "one size fits all" approach is known to be inadequate for some purposes. Library users seeking material outside of traditional mainstream topics will often be met with frustration, as they are likely to miss relevant materials, or indeed be unable to find any at all.

Secondly, the implicit function of naming is to delimit one thing from another. However, such delineations are intrinsically based on particular cultural perspectives – as described regarding DDC above – and can potentially invite and inscribe distortions, exclusions, and marginalizations into systems that rely on those operations..

And thirdly, as Emily Drabinski (2008, 198) notes, "we cannot do a classification scheme objectively; it is the nature of subject analysis to be subjective. [...] Classification schemes are socially produced and embedded structures. They are products of human labor that carry traces of all the intentional and unintentional racism, sexism, and classism of the workers who create them."

Prejudices and Antipathies

Sanford Berman, Prejudices and Antipathies: A Tract on the LC Subject Heads Concerning People.

Similarly to DDC, the subject headings at the Library of Congress have come under critical scrutiny since Sanford Berman published his study Prejudices and Antipathies: A Tract on the Library of Congress Subject Heads Concerning People in 1971 (Berman, 1971). Berman's study revealed that the Library of Congress Subject Headings, particularly those that are used to identify groups of people, perpetuate "the exclusionary cultural supremacy of the mainstream patriarchal Euro-settler culture." (Olson 2000, 54). In a word, many subject headings exhibit "bias" in favor of particular points of view, and against others. Many possible subject headings are omitted altogether. Substantial research has been done, and concerns raised.

Steven A. Knowlton, "Three Decades since Prejudices and Antipathies: A Study of Changes in the Library of Congress Subject Headings"

Berman's careful reasoning for each entry makes this work particularly relevant and insightful. Some of the subject descriptors Berman identified and for which he recommended carefully reasoned "remedies" showed, in Berman's view, open racism, homophobia, and misogyny. He suggested the subject heading "Pan-Pacific relations" instead of "Yellow Peril." "Race Relations" for "Race Question." "Mexican-Americans" instead of "Mexicans in the US" and the cross-reference "Sexual Perversion" for "Homosexuality" and "Lesbianism" was eventually deleted. By 2005, 64% of Berman's "remedies" had been implemented in the Library of Congress Subject Headings.[37]


KvinnSam, the National Resource Library for Gender Studies at Gothenburg University

⟶  see website: Kvinnsam at Gothenburg University Cataloging not only controls how specific content is framed, but it also determines whether content is likely to be found at all.[38] At Gothenburg University, as early as 1958, three librarians and archivists, Eva Pinéus, Asta Ekenvall, Rosa Malmström, started collecting and cataloging women's literature about women's struggle for suffrage and founded, as a private initiative, the "Women's History Archive". Their aim was threefold: to collect manuscripts and archives documenting the Swedish women's movement; to compile and catalog literature on women and to index it in such a way as to make gender aspects manifest; and thirdly, to support scholarship on women studies by publishing research reports and dissertations on women's history for a wider market. When in 1971 the collection became part of Gothenburg University, they became aware that within the holdings of the University library there was plenty of material relevant to women and gender struggles, but it was not cataloged as such. The relevant keywords were missing and, therefore, hard to find. The librarians started to establish a parallel keyword catalog, "Kvinnsam", by indexing – through analog means– the existing holdings of Gothenburg University library with the aim of making aspects of gender manifest and, therefore, searchable. Today, KvinnSam is a parallel digital keyword catalog at Gothenburg University library for finding gender-related material, resources that would not be likely to appear as results of a search in the standard catalog.[39]

Feminist Search Tool

⟶  see website: Feminist Search Tool Similar concerns regarding the implicit biases in the organization of knowledge drives a group of contemporary artists, who are affiliated with the Read-in Collective in Utrecht. In collaboration with librarians at the Utrecht University library, they developed a "Feminist Search Tool", departing from the question: "Why are the authors of the books I read so white, so male, so Eurocentric?"[40] The group developed a digital interface that maps the existing library records at Utrecht University (2006–16) applying different search categories, such as race, gender, ethnicity, nationality, and class. Users can apply different filters to their search (language of publication, place of publication, type of publisher, gender of the author) with the results then mapping how many female non-Western authors and female authors of color are represented in the library holdings and thus reveal the inclusion and exclusion mechanisms of our knowledge institutes.

Feminist Search Tool, Utrecht University library

In contrast to the KvinnSam subject search developed in Gothenburg, it is not a search engine for "known-item or delivery search", which is a search for a specific item for which either the authors or the title is known. Instead, the Feminist Search Tool operates as an "awareness-raising tool to stir conversations about the inclusion and exclusion mechanisms that are inherent to our current Western knowledge economy and our own complicities in (re)producing what is considered as 'knowledge' (and what is not)."[40] As such this intervention is not to be seen as a replacement for the library catalog, "but [as] a supplementary tool for any inquiring person to approach one's own biases and taken for granted truths that one is reproducing while studying and researching."[40]

Infrastructural Manœuvres, Rietveld and Sandberg Library Amsterdam

⟶  see website: Infrastructural Manœuvres Infrastructural Manœuvres at the Gerrit Rietveld Academy in Amsterdam could be discussed in the Shadow Libraries section above, but as it is an initiative by librarians and critical code practitioners located at an art academy, I will consider it here, as an intervention in an institutional setting. Infrastructural Manœuvres was initiated by Anita Burato and Martino Morandi in 2018 to explore the limitations as well as the possibilities of a library's technical infrastructure. Convinced that there is "no such thing as 'technical' choices'" they introduce with Infrastructural Manœuvres a more "generalist and collective approach to the socio-technical issues" of infrastructure.[41]

Infrastructural Manœuvres at the Library, Raspberry Pi, 2019.

They do this by, for example, abandoning the "cloud service" model, as this standard set-up does not allow librarians to directly access the catalog but merely to use a preset interface provided by the service company. Instead, Infrastructural Manœuvres approached the IT department of the art school to be able to set up the open source "Evergreen Integrated Library System"[42] on one of the academy's servers subsequently and went through the process of installing this system and learning how it works. This move away from proprietary software with limited choices to using Evergreen open-source software opened up the possibilities for different layers of usage and engagement with the catalog and, most importantly, the potential for modification.

This switch is informed by the desire to "understand and care" for the catalog software and to question the prevailing separation between the user and the service systems, as well as the division between the work of a technician and the work of those using a technical structure. This approach is rather radical: it redefines both the role of the library as a service provider as well as the role of the student as a service receiver, i.e., user. In contrast, Infrastructural Manœuvres promotes a collective effort to explore and understand the different layers of the catalog and its interface. For example, the "Online Public Access Catalog" (OPAC) that forms the front end of the catalog does not show the MARC records (Machine Readable Cataloging)[43] on which the OPAC is based. MARC records are standardized templates with predefined form fields that enable the sharing of bibliographic resources across information systems using a common format.

Infrastructural Manœuvres experiment with making these records (and their implicit limitations) not just readable, but also to a certain extent "writable". Writable here can mean that (standard) record entries – that are usually "untouchable" – can be discussed, negotiated, and changed. This is an attempt to make porous categories that were assumed to be fixed and stable. This undertaking raises interesting questions of regarding authority, responsibility and accountability in the representation of knowledge.

Draft version of Rietveld's new library catalog interface showing the MARC fields, as well as a feature "selection" that contextualizes the book by connecting it to related materials, 2020.
Draft version of Rietveld's new library catalog interface, 2020.

In addition, Infrastructural Manœuvres experiment with ways to track and record these changes in order to show that the records themselves are cultural objects. This is an important shift, as the catalog user doesn't usually see "the dramas of cataloging,"[44] i.e. the negotiations and rationales that lead to a catalog entry. By making the book records readable and writable these rationales and decisions can be discussed and adjusted. Currently in the development phase, this takes place in the form of workshops and discursive events at the art school.

Another infrastructural choice was to set up a Raspberry Pi, a local autonomous server – "Splotr.rietveldacademie.nl" – that is only accessible from within the Academy building. This local network encourages for the sharing of digital formats within the perimeter of the school, but not on the internet. In this way, materials can be circulated at a smaller scale and in a more informal context, allowing for a different quality of encounters and collaborations. The informal repository hosts digital books, texts, and documents sourced from online shadow libraries, but also related materials such as discussion notes, and bibliographies, references and affinities generated by a book's content. During a joint workshop, Martino described it as a "log system" of different events around a book, one that keeps the context and maps the relational web of knowledge practices.[45]

The library catalog and the activities on Splotr interact – the catalog entries link to the associated materials on Splotr. Here the catalog and the records are approached as sites of local knowledge and negotiation, rather than authoritative and stable bibliographic descriptions. Infrastructural Manœuvres' activities make plain that the library catalog, often seen as an abstract and merely functional searchability tool, can potentially be turned into a site of negotiation, and critical reflection on its own contradictions and conflicts.

Teaching the Radical Catalog

In a similar vein, Emily Drabinski proposes to shift one's understanding of the library catalog as a mere search tool to a much deeper engagement, via the form of discourse and teaching. Her rationale is that Sanford Berman's interventions to "remedy" some of the openly racist, homophobic, and sexist descriptors in the LC Subject Headings have certainly drawn attention to the hegemonic nature and bias of classification. However, she argues, while Berman was campaigning to improve the thesaurus, he leaves the structural problems untouched. He did not take issue with the general goal of library classifications of bringing human knowledge together under a single unifying, universalizing structure and language, but worked from the assumption that there "could" actually be a "right" language, that "could" be universally understood and applied. [46] In contrast, Drabinski contends that the politics of language are virtually always contested, as they are informed by cultural practices and reflective of social power. Therefore, "the struggle for a universal "right" language does not account for how language is inherently political and contextual (Drabinski 2008, 202).

⟶  see chapter 05*Reflection, theorization of projects: classification – an architecture to house the universe of knowledge A further problem is that classification's function of fixing and naming creates a static and hierarchical structure that does not allow for language and descriptors to be in motion when it comes to describing shifting identities, for example, in lesbian, gay, and trans contexts (Drabinski 2013, 94–111). Once a book is cataloged and assigned a shelfmark, it mostly stays on the very shelf it has been placed.

Library classifications, however, remain necessary; we would not find the material we sought without them. And yet they are problematic. Therefore, a range of initiatives have come up with bespoke and user-centered classifications that develop a local solution and a contextual thesaurus for their contents.[47] These experimental approaches seem possible in smaller and independent libraries. In larger research or public libraries, however, the amount of extra labor that the constant adjusting of catalog records would cause seems prohibitive.It is a double-bind. We understand the limits and power enacted by classification systems and, at the same time – for practical reasons – are not able to address them inside the catalog itself. Therefore Drabinski proposes to "teach the radical catalog". Combining information literacy with radical pedagogy, she openly discusses such issues with students, drawing attention to the fact that the catalog they engage with is a necessarily flawed construct. Paulo Freire calls this "problem-posing education" in contrast to the "banking model" of education.

The banking concept (with its tendency to dichotomize everything) distinguishes two stages in the action of the educator. During the first, he cognizes a cognizable object while he prepares his lessons in his study or his laboratory; during the second, he expounds to his students about that object. The students are not called upon to know, but to memorize the contents narrated by the teacher. Nor do the students practice any act of cognition, since the object towards which that act should be directed is the property of the teacher rather than a medium evoking the critical reflection of both teacher and students. (Freire 2005, 80)[48]

The distinction between "property" and "medium" that Freire's makes here will become relevant in the discussion of the role authorship plays for collective knowledge practices that I present later on in chapter 05*Analysis – Micro-politics of publishing: How could we imagine authorship without ownership. ⟶  see chapter 06*Analysis: How could we imagine authorship without ownership

Freire's proposal of problem-posing education is relevant for Drabinski's point, that, if the teacher or librarian doesn't allow for critique and acknowledgment of the limits and power of classification – which is necessary, but problematic – "we perpetuate the dominance of story 'told' by the classification. Problem-posing education allows us to unveil the hegemonic production and reproduction of the problematic language cited by Berman and the troubling staticity of hierarchies of sameness articulated by Olson." (Drabinski 2008 , 204)[49]⟶  see chapter 05*Reflection, theorization of projects: Sameness and Difference Instead of passively teaching classifications, she suggests, it would be more generative "to teach students to engage critically with the classifications as text, encouraging critical thought in relation to the tools." (Drabinski 2008, 204)

Performative Propositions: Policy Document at ERG

Encouraging critical thought is also at the center of an intervention by a group of students and staff at École de Récherche Graphique (erg) in Brussels. In early 2018, they circulated a policy document "Proposal for amendments to the Study Regulations." [50] Article 2 in this document refers to library policies: ⟶  see policy document: "Proposal for amendments to the Study Regulations"

"When the author identifies themself as a man, cisgender, heterosexual and white, their books will be moved to the archives, to recall, on the one hand, that this is a point of view among others, on the other hand, that the latter is hegemonic. A warning page should be included in each book. Strict quotas will be implemented regarding the selection of the books acquired and on display. Attention will be paid to the topics, the writing context, and the gender of the authors." The topics under quota to be represented are "gender issues, queer questions, issues of feminism, Afro-feminism, trans-feminism, cyborg feminism, xeno-feminism, intersectional feminism, ecofeminism, ecosexuality, LGBT, and questions of LGBTQQI2SPAA+ (to be updated regularly)."
"Proposals for amendments to the study regulations", erg Brussels, 2018.

The document, collectively produced by the research group "Teaching to Transgress" that formed at erg in 2018, [51] was officially sent out by Laurence Rassel, the director of the art school to all its members, including staff, technicians, and students.

In an even bolder step, Article 3 of the same document proposes to correlate the amount of tuition fees with the level of privilege of each student. How to determine the status of privilege? The document lists a catalog of ten criteria: "man", "straight", "cisgender", "white", "normalized body", "valid", "literate", "middle-class" and "bourgeois", "carnivorous", "human". If a student's profile, for instance, ticks three out of ten boxes (3/10), this coefficient will be applied in two ways: Firstly, the percentage (in this case, 30 percent) is added to the amount of tuition fees to be paid. Secondly, the percentage will be deducted as "penalty" from achieved grades in academic evaluation and assessment of the student's work.

The circulation of this document caused a major stir among students and staff at the art school since some took the newly proposed policies at face value. Caroline Dath, one of the co-authors of the document, reflects on the reactions of the art school community and explains that many overlooked that this was "a work of fabulation, with a certain sense of humor, where power structures were overturned." (Dath 2020)

When I traveled to Brussels, to visit erg in summer 2018 and meet the document's creators, they explained – not without an abundance of giggles – how much this proposition had stirred up day-to-day assumptions regarding privileges connected to class, race, and gender at their art school.

Annette Krauss thought a lot about habit formation in institutional settings as well as about unlearning one's privileges in the context of her artistic research practice "Sites for Unlearning."[52] Discussing how Gayatri Spivak's conception of habit formation builds on and differs from Gregory Bateson's and Antonio Gramsci's, Krauss explains "what is crucial in habit formation, is exactly what is missing in it. [...] Habits lack the critical capacity to interrogate themselves" (Krauss (2017, 51–52) – since "a habit does not question." (Spivak 2012, 8). What I understood from Krauss's discussion of habits is that Spivak suggests that philosophical argumentation is powerless when it comes to disrupting habits of thinking and doing. Instead, Spivak proposes a "training of the imagination" with a certain aesthetic that "short-circuits the task of shaking up this habit of not examining [its premises]."[53]

I believe the intervention at erg was potentially such an imaginative "aesthetic short-circuit.", because even if it was evident that the implementation of the document’s proposals was not possible, their mere circulation was generative. It stirred up long-established habits and normalized positions within the institution by instigating staff and students to consider, acknowledge, name – and as such possibly unlearn – their privileges. This alone could help to adjust the standardized positions of authority in Western education.

What's next

⟶  see chapter 04*Summary of projects and submitted material

Having in this chapter mapped the field of practices and interventions that provide the context for this inquiry I will describe in the following chapter, 04*Summary of projects and submitted material, the projects and interventions I have carried out as part of this PhD submission. In that chapter, I will provide an overview of (i) the projects, (ii) the publications, and (iii) related event-based activities that constitute the practice.

The descriptions of the five projects are on distinct pages that can be accessed via the left-hand sidebar. These project pages describe the elements and methodological steps taken within each project. (1*AND Publishing, 2*Library of Inclusions and Omissions, 3*The Piracy Project, 4*Let's Mobilize: What is Feminist Pedagogy?, 5*Boxing and Unboxing) ⟶  see chapter 05*Reflection, theorization of projects This compact factual information will then be followed by chapter "05*Reflection and theorization of projects" in which I will reflect and theorize the projects' working process, their aims, and the contradictions that emerged during the working process.


Notes (Survey of the field)

  1. Sternfeld (2018) describes the post-representational as curatorial and artistic strategies of knowledge practices that rather than "representing valuable objects" intervene in "the space between representation and presence" and therefore "challenge what can be seen, done, and said" in form of "a negotiation with reality".
  2. With respect to the late John Baldessari, it is funny to read his response to this "idea poll" in 1975: “I enjoy giving books I have made to others. Art seems pure for a moment and disconnected from money. And since a lot of people can own the book, nobody owns it. Every artist should have a cheap line. It keeps art ordinary and away from being overblown.” Art-Rite, (1976/1977): 6.
  3. Printed Matter was founded in 1976 by a group of artists, critics, and publishers including Sol LeWitt, Lucy Lippard, Carol Androcchio, Amy Baker (Sandback), Edit DeAk, Mike Glier, Nancy Linn, Walter Robinson, Ingrid Sischy, Pat Steir, Mimi Wheeler, Robin White and Irena von Zahn – in in the Tribeca neighborhood in New York. https://www.printedmatter.org/about/mission-history In the same year just a few blocks away, Franklin Furnace opened and set up an artists' book archive. http://franklinfurnace.org/research/index.php Art Metropole was founded in 1974 in Toronto by the artist collective General Idea as an artist-run center. Mexican artist Ulisses Carrión started Other Books and So in 1975, in a small, basement-level storefront in Amsterdam. Other books and So ran for five years and could be, in hindsight, described as a project bound to an individual artist, whereas the other initiatives still operate today as non-profit organizations.
  4. This is interestingly evidenced in a letter by Ed Ruscha to John Wilcock, the founder of The Village Voice in New York, in which Ruscha reflects: “I made a terrible mistake by numbering my 26 Gasoline Stations books because then the books became a limited edition rather than just another book, which is what I am after”. (Ed Ruscha letter to John Wilcock, 25 February 1966, The Piracy Collection, London; The Archives of Giorno Poetry Systems.) Ed Ruscha’s 26 Gasoline Stations book is traded in March 2020 on the second-hand online book store Abebooks for £14,062.83. https://www.abebooks.co.uk/servlet/BookDetailsPL?bi=30170507913&searchurl=an%3Druscha%26sortby%3D20%26tn%3Dtwentysix%2Bgasoline%2Bstations&cm_sp=snippet-_-srp1-_-title15, accessed: 13 March 2020.
  5. According to Printed Matter, The New York Art Book Fair attracts yearly over 39,000 visitors and features over 370 exhibitors from 30 countries. In addition to the location New York, in 2014 PM founded the Los Angeles Art Book Fair that "features over 300 exhibitors from the west coast and some 20 countries, and is attended by more than 35,000." See: https://www.printedmatter.org/programs/4-art-book-fairs. Index Art Book Fair in Mexico City with satellites in Madrid, Chicago, and Toronto was founded in 2014 by Frances Horn, Kit Hammonds, Jorge de la Garza, Maxime Dossin, Chantal Garduño, Tania Isabel Garduño Israde and Rafael Prieto. Today it is run by Jorge de la Garza, Maxime Dossin and Chantal Garduño Israde. The website states: "IABF brings together leading independent art publishers from Europe, Asia and the Americas, with special emphasis on artist books and printed matter resulting from experimental approaches to editing, writing, and printing." http://www.indexartbookfair.com/site-general/. The London Art Book Fair has been organized by the Whitechapel Art Gallery since 2009. Less international and less experimental in scope, it attracts more established art publishers and galleries. Whether or not artists' book fairs attract artists hinges, in large part, on the costs. The London Art Book Fair charges £850 for publishing houses and distributors. £650.00 for museums and galleries. £450.00 for non-profit and small presses. £250.00 for artists and individual publishers. See: https://www.whitechapelgallery.org/london-art-book-fair-2020/. These costs create pressure to sell a large amount of books in order to be able to cover the costs of participation, travel, and accommodation. Consequently, one could say the more costly the participation the less experimental the fair.
  6. See Publishing as Artistic Practice edited by Annette Gilbert (Berlin, New York: Sternberg Press, 2016). Or Publishing as Practice, X-Marks the Bökship (London, 2010 and 2014), convened by Eleanor Vonne Brown. http://bokship.org/. See Recto / Verso: Art Publishing in Practice, New York, edited by Michaela Unterdorfer, Paige Landesberg, Kristen Mueller (New York, London: Hauser and Wirth Publishers, 2018). Publishing Manifestos, edited by Michalis Pichler (Cambridge MA: The MIT Press, 2019).
  7. See "Infiltration", Florian Cramer, Stewart Home, Tatiana Bazzichelli at Disruption Network Lab #14, Berlin, September 27, 2018. https://www.youtube.com/watch?v=gBSLrwTdJzs&t=3738s; See also Post-Digital Cultures of the Far-Right – Online Actions and Offline Consequences in Europe and the US, edited by Maik Fielitz, Nick Thurston (Bielefeld: transcript-Verlag, 2019).
  8. One interviewee states: "There was a belief and engagement in collective and participatory democratic practices: [...] We were always trying to work out how things might change, having intense arguments but I think the main thing we all adhered to was lifestyle. We were very much of the belief that if you lived it, that was part of the way to make it happen. So you lived and worked communally, in collectives.” (Baines 2016, 118).
  9. Richard Stallman published the GNU Manifesto in 1985, articulating the founding principles of the free software movement. Whereas non-free (proprietary) software was – in Stallman’s eyes – a way to divide users and prevent them from helping each other, free and open-source software was designed to help anyone use the software – and share code – without breaking the law. As Stallman (1985) notes in the manifesto, “by working on and using GNU rather than proprietary programs, we can be hospitable to everyone and obey the law. In addition, GNU serves as an example to inspire and a banner to rally others to join us in sharing. This can give us a feeling of harmony which is impossible if we use software that is not free. For about half the programmers I talk to, this is an important happiness that money cannot replace."
  10. Feminist technology activist SpiderAlex (Barcelona) explaining the relationship between feminism and free software, quoting Constant co-founder Laurence Rassel. (Snelting, SpiderAlex, Sollfrank, 2018).
  11. New York Times Special Edition. See documentation "New York Times Hoax – The Yes Men Fix The World", https://www.youtube.com/watch?v=YoZQNgAnvqs. See also the interview with Steve Lambert in Fillip Magazine (winter 2009), https://fillip.ca/content/best-case-scenario, and Steve Lambert website https://visitsteve.com/made/the-ny-times-special-edition/.
  12. Anna-Sophie Springer' book Fantasies of the Library provides a rich contribution including essays and interviews with artists. Looking at collections of books and the exterior space that contains them (the library) she explores the potential for curatorial reflection. "If the book is traditionally seen as the preferred medium for private consumption and research, and the gallery is understood as the space for public exhibition and performance, the library – as the public place of reading – is thus a hybrid site for performing the book." (Springer and Turpin 2015, 11).
  13. For a short history of the public library and related processes of organizing and processing information and knowledge, see Tomislav Medak, "The Future After the Library, UbuWeb and Monoskop’s Radical Gestures" in Tomislav Medak, Marcell Mars, and What, How & for Whom/WHW, eds., Public Library (Zagreb: Gallery Nova, 2015). https://monoskop.org/images/e/ef/Medak_Mars_WHW_eds_Public_Library_Javna_knjiznica.pdf#page=122
  14. David Weinberger proposed to think of libraries as “open platforms” – not only with regards to the creation of open catalog and indexing software but also with regards to the development of knowledge and community. Weinberger argued that libraries should open up their entire collections, all their metadata, and any technologies they’ve created, and allow anyone to build new products and services on top of that. The platform model, he wrote, "focuses our attention away from the provisioning of resources to the foment those resources engender. A library as platform would give rise to messy, rich networks of people and ideas, continuously sparked and maintained by the library’s resources.” (Weinberger 2012)
  15. See Shannon Mattern's detailed study, "Library as Infrastructure," Places Magazine, (June 2014), https://placesjournal.org/article/ library-as-infrastructure/. She points to a then-recent report (2013) by the Center for an Urban Future highlighting the benefits to immigrants, seniors, individuals searching for work, public school students, and aspiring entrepreneurs: “No other institution, public or private, does a better job of reaching people who have been left behind in today’s economy, have failed to reach their potential in the city’s public school system or who simply need help navigating an increasingly complex world." (Center for an Urban Future 2013).
  16. The American Library Association's "Library Bill of Rights" (1939, with several amendments since), states:
    1. Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, age, background, or views of those contributing to their creation.
    2. Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval.
    3. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment.
    4. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas.
    5. A person’s right to use a library should not be denied or abridged because of origin, age, background, or views.
    6. Libraries which make exhibit spaces and meeting rooms available to the public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use.
    7. All people, regardless of origin, age, background, or views, possess a right to privacy and confidentiality in their library use. Libraries should advocate for, educate about, and protect people’s privacy, safeguarding all library use data, including personally identifiable information.
    Library Bill of Rights, adopted June 19, 1939, by the Ala Council and amended throughout. The last amendment was January 29, 2019 – including the privacy paragraph. http://www.ala.org/advocacy/intfreedom/librarybill.
  17. See Synergy Magazine, Index for 1967–71 (San Francisco: Bay Area Reference Center, 1972). See also, Revolting Librarians, edited by Celeste West and Elizabeth Katz, (San Francisco: Booklegger Press, 1972). And “Conversation with Celeste West,” interview by Milton Wolf, Libraries for Social Change: Women’s Issue, 31/32 (Minneapolis: University of Minnesota, 1983), 29–35. See also, Tony Samek, “Intellectual Freedom within the Profession: A Look Back at Freedom of Expression and the Alternative Library Press,” Library Juice vol 6, (2003). http://libr.org/juice/ issues/vol6/LJ_6.6.html.
  18. Alberto Melucci has proposed a definition of collective action based on "a network of active relationships between actors who interact, communicate, influence each other, negotiate, and make decisions. Forms of organization and models of leadership, communicative channels and technologies of communication are constitutive parts of this network of relationships." (Melucci, 1996, 75) In this reading of social movements, the role of the network (active relationships) and media as activators of that network assume key positions.
  19. For scholarly research into piracy see Johns (2010); Hall (2016); Bathurst Judge (1934); Karaganis (2018); Liang (2012); Swartz (2008). For a legal perspective, see Bently et al. (2010).
  20. Below follows a list of a few events that came to my attention, or to which I was invited to: "Piracy and Beyond: Exploring 'Threats' in Media and Culture", Higher School of Economics, Moscow, October 23–25, 2019, https://cmd.hse.ru/mediapiracy/; "Shadow Libraries – Ubuweb in Athens”, (Symposium, March 16–18, 2018) convened by Ilan Manouach and Kenneth Goldsmith, https://www.onassis.org/whats-on/shadow-libraries-ubuweb-athens/; "States and Markets" @ Institutions by Artists Convention, Vancouver, October 12–14, 2012; "Interfacing the Law", XPub, Piet Zwart Institut Rotterdam, convened by Femke Snelting, 2015–19, http://constantvzw.org/site/-Interfacing-the-law,212-.html?lang=en; "Copycats vs Mr Big", at Truth is Concrete, Steirischer Herbst, Graz, convened by Florian Malzacher, September 21–28, 2012; Piracy and Jurisprudence, Faculty of Business, Law and the Humanities, University of Southampton, the Centre for Law, Ethics and Globalisation (CLEG) and the Southampton Marine and Maritime Institute, convened by Oren Ben-Dor (law), Stephanie Jones (English), Alun Gibbs (law), June 21–22, 2013.
  21. In the European Union, the "Infosoc Directive" (“Directive 2001/29/EC on the harmonization of certain aspects of copyright and related rights in the information society,” 2001) allows for libraries to create digital copies for preservation, indexing, and similar purposes, as well as for the display of digital copies on their premises for research and personal study. (J.-P Triaille et al. 2013).
  22. This relates mostly to journals which charge subscription rates. A recent study by a group of researchers points out the politics and effects of digital lending rights and digital subscription rates: "The price of journal subscriptions has grown at a faster rate than inflation for several decades (Association of Research Libraries, 2017), leading to an ever-present “serials crisis” that has pushed library budgets to their brink while diverting funds from other services (Roth, 1990). Meanwhile, publishing has trended towards oligopoly (Larivière et al., 2015), with nondisclosure clauses obfuscating price information among subscribers (Bergstrom et al., 2014) while publishers profit immensely (Morrison, 2012; Buranyi, 2017; Van Noorden, 2013b). Price increases have persisted over the last decade (Bosch and Henderson, 2017; Lawson et al., 2015; Lawson, 2017a). For example, EBSCO [the leading provider of research databases, e-journals, magazine subscriptions, e-books to libraries] estimates that per-journal subscription costs increased by 25% from 2013–17, with an annual subscription to a journal for research libraries now averaging $1,396 (EBSCO, 2017)." (Himmelstein, et al. 2018).
  23. Swartz put his ideas into action and used his Harvard University JSTOR account – a digital repository – to download approximately 4.8 million articles of academic journal articles through MIT's computer network in late 2010 and early 2011. (See United States v. Aaron Swartz, July 14, 2011.) Federal prosecutors filed an indictment for a maximum criminal exposure to 50 years of imprisonment and $1 million in fines. Swartz and his attorney rejected a reduced sentence on the condition that he plead guilty, opting instead for trial in which prosecutors would have been forced to justify their pursuit of Swartz. Swartz committed suicide before the trial. (Cullen and Ellement 2013).
  24. The number of papers available on Sci-hub is shown through an automatic counter on the Sci-Hub website. Since Elbakyan was sued for copyright infringement the domain name has kept moving. As of March 2020 the following domains were active. https://sci-hub.tw/, https://sci-hub.se, http://sci-hub.si. Importantly, the above-cited study points out that Sci-Hub users "should note that, in many jurisdictions, the use of Sci-Hub may constitute copyright infringement. Users of Sci-Hub do so at their own risk. [...] There is a possibility that Sci-Hub users – especially those not using privacy-enhancing services such as Tor – could have their usage history unmasked and face legal or reputational consequences." See Himmelstein, et al. (2018).
  25. Elbakyan (2017) described the project’s technical scope: “Sci-Hub technically is by itself a repository, or a library if you like, and not a search engine for some other repository. But of course, the most important part in Sci-Hub is not a repository, but the script that can download papers closed behind paywalls.”
  26. “The Public School was initiated in 2007 in Los Angeles in the basement of Telic Arts Exchange. It describes itself as follows: "The Public School is a school with no curriculum. It is not accredited, it does not give out degrees, and it has no affiliation with the public school system. It is a framework that supports autodidactic activities, operating under the assumption that everything is in everything.” See http://thepublicschool.org/la.
  27. Public School has been spreading to other cities such as Buenos Aires, Berlin, San Francisco, New York, Durham, Helsinki, London, and Vienna among others. See also the interviews that Cornelia Sollfrank (2012) conducted with Sean Dockray as well as with Marcell Mars as part of her research project "Giving what you don’t have".
  28. See Monoskop, also for a comprehensive bibliography of texts interviews and discussions around aaaaarg. https://monoskop.org/Aaaaarg, accessed 31 March 2020.
  29. See Jonathan Basile, "Who’s Afraid of AAARG," in Guernica Magazine, August 25, 2016. https://www.guernicamag.com/jonathan-basile-whos-afraid-of-aaarg/.
  30. Asked to explain the model of scaffolding Dockray explains: "The image of scaffolding was simply a way of describing an orientation with respect to institutions that was neither inside nor outside, dependent nor independent, reformist or oppositional, etc. At the time, the institutions I meant were specifically Universities, which seemed to have absorbed theory into closed seminar rooms, academic formalities, and rarefied publishing worlds. [...] When a reading group uploaded a few texts as a way to distribute them among members, those texts also stayed available. [...] The concept of 'Issues' provided a way for people to make subjective groupings of texts, from 'anti-austerity encampment movements' to 'DEPOSITORY TO POST THE WRITTEN WORKS OF AMERICAN SOCIALISM. NO SOCIAL SCIENCES PLEASE.' These groupings could be shared so that anyone might add a text into an issue, an act of collective bibliography-making. The idea was that AAAAARG would be an infinite resource, mobilized (and nurtured) by reading groups, social movements, fringe scholars, temporary projects, students, and so on."(Dean et al. 2013, 158, 166)
  31. The reader was produced for the exhibition "Open Scores" at Panke Gallery in Berlin in the framework of the research project "Creating Commons", ZHdK Zürich, convened by Cornelia Sollfrank, Shusha Niederberger, Felix Stalder. Published August 2019. http://creatingcommons.zhdk.ch/reader-on-shadow-artistic-independent-autonomous-digital-libraries/
  32. Public Collectors describes its motivation as "founded upon the concern that there are many types of cultural artifacts that public libraries, museums, and other institutions and archives either do not collect or do not make freely accessible. Public Collectors asks individuals that have had the luxury to amass, organize, and inventory these materials to help reverse this lack by making their collections public. Public Collectors feature informal agreements where collectors allow the contents of their collection to be published or exhibited and permit those who are curious to directly experience the objects in person. Collectors can be based in any geographic location.” http://www.publiccollectors.org/
  33. The Surplus Library states: “In redefining the concept of a physical library, the Surplus Library on Affect & Economic Exchange operates on the basic assumption that its specific collection of books already exists in the material world: in the homes and private collections of countless individuals. Some of the holdings of this vast and distributed library can become known and accessible through The Surplus Library site. The site develops as the library’s holdings and locations are registered by users.” http://thesurpluslibrary.com/about.
  34. aaaaarg.fail has been offline at least since March 2020. The URL is redirected to Sebastian Lütger's "textz.com." Sean Dockray has been sued by a Quebec Court for copyright infringement in 2016, and to my knowledge, the case is still pending. More info on e-flux conversations, https://conversations.e-flux.com/t/the-lawsuits-against-and-global-reach-of-aaaaarg-org/3141.
  35. For a discussion of alternatives to DDC and LCSH, such as Ranghanatan's non-hierarchical facet system watch the recording of my performance lecture "Library Underground – welcome to my tent." See also: Senior (2008).
  36. See Wiegand (1998, 183). Wiegand examines meticulously how the conservative mindset at Amherst College, where Dewey was a student and library assistant, shaped Dewey’s concepts of classifications and their hierarchies. “Its moral center was located in ‘Anglo-Saxonism’ a doctrine that defined ‘objectivity’ and touted the unique virtues, mission, and destiny of the Anglo-Saxon ‘race.’” It is quite important to understand, that with the very headings, he came up with, Dewey framed and cemented “a worldview and knowledge structure taught on the tiny Amherst College campus between 1870 and 1875 into what became the world’s most widely used library classification.” (Ibid., 188).
  37. Steven A. Knowlton (2005, 128) also discovered that the 80 items that remained unchanged show some patterns of thought pertaining to the Christian religion.
  38. Internet search engines, such as Google are the front door to the www. Search algorithms can be easily adjusted, and search results manipulated according to specific interests. See the conference and published reader "Society of the Query – Reflections on Web-Search" (Institute for Network Cultures Amsterdam, 2014). https://networkcultures.org/query/2014/04/23/reflect-and-act-introduction-to-the-society-of-the-query-reader/ See conference program/.
  39. See the list of KvinnSam's subject headings on the Gothenburg University library webpage, http://www2.ub.gu.se/kvinn/kvinnsam/listor/amnesord.html. For a detailed discussion of subject analysis at Kvinnsam see Bränström and Modin (1998).
  40. 40.0 40.1 40.2 See Feminist Search Tool. https://feministsearchtool.nl/.
  41. See Infrastructural Manœuvres, https://catalogue.rietveldacademie.nl/about.html.
  42. Evergreen is an open-source library software developed by the library of Georgia to further a community around nonproprietary library software. "The Evergreen Project develops an open-source ILS (integrated library system) used by more than 2,000 libraries around the world. The Evergreen community is also marked by a high degree of participation by the librarians who use the software and contribute documentation, bug reports, and organizational energy. As such, Evergreen is very much about both the developers and the users," http://evergreen-ils.org/.
  43. The newest standard of Machine-Readable Cataloging, MARC 21, which prevents duplication of work and allows for sharing of bibliographic resources across information systems using a common format, is developed and maintained by the Library of Congress. MARC 21 breaks down record metadata into a series of fields (0xx–9xx) and subfields (a–z) in a way that can be easily ingested by existing cataloging systems. See Library of Congress website "What is a MARC record, and why is it important?", accessed May 1, 2020, http://www.loc.gov/marc/umb/um01to06.html.
  44. This quote is from an online writing pad conversation with Anita Burato and Martino Morandi (Infrastructural Manoeuvres) during the one-week worksession Unbound Libraries organized and hosted by Constant, Brussels, https://constantvzw.org/site/-Unbound-Libraries,224-.html, and http://media.constantvzw.org/wefts/130/.
  45. See notes (thanks to Ann Mertens) taken at a workshop at Rietveld and Sandberg library in May 2019 instigated by Femke Snelting. Martino Morandi & Anita Burato (Rietveld and Sandberg Library) presented and discussed the project when I visited the library to learn about Infrastructural Manœuvres with students from X-Pub (Piet Zwart Institute Rotterdam), https://pad.constantvzw.org/p/rietveld_library.
  46. Drabinski points out that Berman wrote in his 1971 introduction to "Prejudices": "Knowledge and scholarship are, after all, universal. And a subject scheme should, ideally, manage to encompass all the facets of what has been printed and subsequently collected in libraries to the satisfaction of the worldwide reading community." (Quoted in Drabinski 2008, 3) Thus, Berman's political claim was in some ways limited, argues Drabinski: "The primary problem with the Library of Congress Classification is a lack of correct language. Structural critiques of classifications, however, suggest that Berman's pragmatist, yet reformist stance is fundamentally limited." (Drabinski, 2008, 3)
  47. For a discussion of alternative approaches, such as S.R. Ranganathan's colon classification that uses nonhierarchical facets see chapter 05*Reflection: Perspectives and framing under the disguise of neutrality as well as Weinmayr (2016).
  48. Paulo Freire, Pedagogy of the Oppressed (1970), (New York: Continuum, 2000), 80. This is Freire's opening of chapter two: "Education is suffering from narration sickness. The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. [...] His task is to "fill" the students with the contents of his narration – contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated and alienating verbosity. [...] Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into "containers", into receptacles" to be "filled" by the teacher." (Freire 2005, 71–72).
  49. I discuss Hope Olson's reflections (2001) on the principle of sameness and difference in chapter 05*Reflection and theorization of projects: Sameness and Difference.
  50. See proposed study rules, sent out by the director of École de Recherche Graphique Brussels (erg) via email to all members of staff and students in 2019, translated from French to English by Caroline Dath. http://wiki.evaweinmayr.com/images/d/dd/Proposals_for_amendments_to_Study_Regulations_erg_Brussels.pdf.
  51. The research group "Teaching to Transgress" formed at erg in connection to the seminar "No Commons Without Commoning" (January 2018). The question "what makes a framework for a community?" triggered the in-depth reading of the Study Regulations of the art school that subsequently were revised from a feminist, post-colonial and queer perspective. See Dath (2020).
  52. See Krauss (2017, 51–53). See also: Sites for Unlearning, https://siteforunlearning.tumblr.com/; and (Choi et al. 2018).
  53. Spivak (2012, 6). Spivak refers here to Bateson with the quote: "The economy consists precisely in not re-examining or rediscovering the premises of habit every time the habit is used. We may say that these premises are partly "unconscious", or – if you please – a habit of not examining them [the premises] is developed." (Bateson 1972, 274).