Monthly Archives: July 2011

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For your information, I don’t have an ego. My Facebook photo is a landscape.

Community can be related to most things surrounding popular culture. With all of this talk regarding blog themes happening amongst the kids I couldn’t help but wonder (excuse my Carrie Bradshaw moment) why we desire to project an image of ourselves online? Does a layout theme give us a sense of who a person is, or is it just that the person happens to be particularly fond of the colour scheme?

I draw on the character Jeff Winger who famously quoted, “For your information, I don’t have an ego. My Facebook photo is a landscape” to begin this blog, looking at how the internet, or more specifically social media sites provide us with the opportunity to establish an online image of ourselves, created by ourselves. Blog layouts resemble Myspace, they provide as a first impression of someone’s profile. For instance, when I decided to adopt a layout that depicted a vintage bike on a neutral coloured wall taken from a Hipstamatic lens, I wanted peeps to think I firstly, rode a bike and secondly was cultured or alternative. Pretty sure I was none of these things back in year 9 but the point is that I wanted people to think I was. I’m not saying that this is a bad thing at all, if we project an image of ourselves in everyday life then why not on Facebook and through a blog. Facebook in particular offers this ability to project an image of ourselves usually based on what we like, dislike, the friends we have and the pictures we decide to let ourselves be tagged in.

If we refer back to Jeff Winger’s quote, even those who reject egotism essentially project an image of themselves by not having a picture of themselves as their display. We seem to have established cultural groups that categorise EVERYONE. But perhaps what’s most important is how the internet offers a separate reality for individuals to find ways to express themselves.

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Not just a technology, but also an ideology

Hugh began tute on Thursday with a brief history lesson. At first, I was baffled as to why the Industrial Revolution related to the internet and wondered where he was taking his point but he took it to great heights, giving me something to ponder that I would have indeed never done if I had not been informed.

The Industrial Revolution that occurred in Britain in the 18th century brought about the introduction of machinery, particularly the use of steam power for transport purposes. Steam power was pounced on back in the day. People got excited about it, they took it up and adopted it like Angelina Jolie to an orphaned child. Hugh’s analogy of the steam power is applicable to the internet. If people had not adopted it and become excited about its potential then it would remain in a large pile of failed technologies next to your tamagotchis and walkmans. What bolsters technology is infact ideology, and in this case the ideology surrounding the internet such as its position as a progressive technology that will ultimately enhance human life, similarly to how steam power did 300 years ago.

This notin of combining technology and ideology can be applied to the theory of technological determinism. Technological determinism asserts that “cultural and social change follow from technology” (Bimber 1990). Furthermore, technological developments in society often illustrate progressiveness towards being more civilised and modern. This is outlined by Williams and Williams (2003) who state that “people often speak of a new world, a new society, a new phase of history, being created – brought about – by this or that new technology: the steam engine, the automobile, the atomic bomb.” The argument made by Williams and Williams correlates strongly with Tuhiwai Smith (1999) who claims, “history is about development and the notion of progress.” Tuhiwai Smith (1999) suggests, “societies move forward in stages of development.” If this is applied to Williams and Williams’s argument then these stages of development are marked by the creation of new technologies. From this we can infer that technology marks societies development to becoming less primitive and more civilised and complex (Tuhiwai Smith 1999). In this sense, we can infer that the internet forms as a technology that made society more modern by changing communication methods, as demonstrated by converting manuscripts to digital.

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A brief summary of networks

Mondays lecture was thoroughly enjoyable. I think this is primarily because it marked the first step of my transition from Jen to Moss (to put in IT Crowd terminology). Additionally, I now possess the ability to correct those who refer to the World Wide Web as the Internet, guys, it’s actually a program. What I found most interesting about Nathaniel’s lecture was his attention to the internet as a survivable form of communication given it is distributed rather than centralized. In particular, the terms used to describe the internet correlate to that of an action hero. It is robust, non-hierarchical and digital whilst possessing survivability and flexibility. I usually don’t associate the words digital and non-hierarchical with action figures but in this case I’ll let it slide.   —————-> The internetarnold-schwarzenegger-the-terminator_144x144

It’s reassuring to know that the life you establish online cannot be destroyed and is ten times more safe thanks to the cloud system that has been made possible through numerous systems such as Delicious and DropBox. Moreover, the continuous/indestructible and linked nature of the internet also correlates closely to that of hypertext. Particularly, a users ability to embark on an open-ended, never ending quest through the World Wide Web. This nonlinear form of textuality expands texts, establishes connections and attachments to other texts that prompts the user to continuously open new links, acquiring more information that is actually never ending.

Readings

worriedaboutreadings@hotmail.com

Readings, readings, readings. So far I’ve read two of the three core readings for this subject. They’re definitely the biggest readings I’ve come across, at most times they’re complex and often you require three staples to bind them together. At the moment I’m most confused as to which one I will choose to bibliographfy. In an attempt to steer clear of cinema for once in my University education I’m tempted to go with old George Landow and his hypertext. If you bypass the complexities of Derrida, smile and pretend you understood, take a right at Barthes and go left at Plato you’ll eventually get to the good stuff. Well, it’s all pretty good but Landow’s ability to emphasize the similarities between hypertext and collage is probably the most of good.

I interrupt this blog with an image of Still Life with Chair Caning (1911-12) by Picasso chaircaning——————————————->

Picasso’s Still Life with Chair Caning is perhaps his first piece that demonstrated a detachment from Cubism and a shift towards Collage (but still combining the two). Here, we see a piece of rope working as a frame and resting on a real surface of canvas with imitation chair caning pasted onto it. Collage techniques permitted artists such as Picasso and Braque to “use contents of a wastepaper basket to explore representation and signification by contrasting what we in the digital age would call the real and virtual” (Landow). According to Landow, what the artist has done is “shaped and combined materials, then drawn or painted upon them to give a representational meaning, but they do not lose their original identity as scraps of material.”

Much like this painting, hypertext also appears as a textual and visual collage. Collage draws upon both juxtaposing and appropriating materials, and in this case we can refer to online material. The notion of juxtaposing different texts online produces recognition and immediately establishes a relationship between both texts, allowing online authors to create additional and layered meaning surrounding a specific text. Essentially, the hyperlink encourages individuals to think in terms of creating connections, it continuously strives to offer more and larger amounts of information. Similarly to how Picasso appropriated tangible materials, online visual and textual appropriation can be applied to hypertext given it can consistently be “reproduced, reconfigured and moved with a small amount of effort” (Landow). By creating a link between different authors’ texts, it only serves to bolster each text by drawing comparisons whilst still retaining separate authorial voices.

Participation

The Participation Father: Part 2

I’ve been having a little think about criteria. This is very personal and I have avoided my usual habit of asking people what they’re likely to do. Throughout the semester I am also likely to change and reassess the criteria that I post so bear with me. Perhaps this set of criteria is too standard. But, for week 2 each are essential to motivating and directing me. As the weeks progress I can see my criteria becoming more personal given I’ll become aware of my own ability in this subject.

1. Devote 8 hours of study per week to this particular subject

2. Attend all tutorials

3. Attend all lectures

4. Create 3 blogs per week – one blog on a reading, one blog on a lecture, one blog on a personal interest eg. film

5. Ask questions and be an active participant in tutorials

6. Use the programs mentioned by Seth in the lecture, particularly with group assignments

7. Create a timetable that records study hours

8. Self assess your assessment or ask others for their opinion before submitting

Participation

The Participation Father: Part 1

It is a truth universally acknowledged that a student in possession of a Media degree must actively participate in Network Media to achieve a H1. This sentence attempts to remind us that if you re-phrase classic literary text, it can be applied to a contemporary media subject. I’m sure Austen didn’t intend to draw comparisons between the Bennett sisters and 2011 RMIT students but there is no denying that the Bennett sisters active participation in Victorian era society ultimately got them husbands. I make this perhaps nonsensical comparison to emphasise how our active participation in this subject will ultimately get us a good grade but unfortunately not a husband who earns more than 5000 pounds a year.

If we are to learn successfully in this subject we are to participate. Participation in this subject above all requires attendance, contribution in the realm of the class room and the inter-web. In particular, it is perhaps most necessary to participate through blogging contributions and up to 3 or 4 should be posted each week not only to enhance personal writing skills but to demonstrate an active involvement in the subject at hand. Also, attending lectures and tutorials, taking notes and completing the readings all fall under the cloud of participation.

I draw on the word “active” because most people have in their blog posts, but I wouldn’t use it unless I felt it was appropriate to apply here. Being active and being pro-active are rappppsolutely essential to participating as they ensure you don’t fall behind and stay behind during the semester. Both terms encourage us kids to start using a knife and fork as opposed to the spoon that was used to feed us throughout year 12. Participation prompts us to become self reliant and responsible for our own learning, this subsequently endorses confidence and organization skills that can be applied to the work force we enter into after University. More specifically, because the media industry is rumoured to offer no real feed back on certain types of work and often involves collaborating in teams, participation prepares us not only to self assess but also to apply organizational skills to group situations that resemble future industry practice.