Since Gutenberg’s time, every aspect of print has gradually changed. But the advent of computational media has exponentially increased the pace, transforming how books are composed, designed, edited, typeset, distributed, sold, and read. N. Katherine Hayles traces the emergence of what she identifies as the postprint condition, exploring how the interweaving of print and digital technologies has changed not only books but also language, authorship, and what it means to be human. Hayles considers the ways in which print has been enmeshed in literate societies and how these are changing as some of the cognitive tasks once performed exclusively by humans are now carried out by computational media. Interpretations and meaning-making practices circulate through transindividual collectivities created by interconnections between humans and computational media, which Hayles calls cognitive assemblages. Her theoretical framework conceptualizes innovations in print technology as redistributions of cognitive capabilities between humans and machines. Humanity is becoming computational, just as computational systems are edging toward processes once thought of as distinctively human. Books in all their diversity are also in the process of becoming computational, representing a crucial site of ongoing cognitive transformations. Hayles details the consequences for the humanities through interviews with scholars and university press professionals and considers the cultural implications in readings of two novels, The Silent History and The Word Exchange, that explore the postprint condition. Spanning fields including book studies, cultural theory, and media archeology, Postprint is a strikingly original consideration of the role of computational media in the ongoing evolution of humanity.

N. Katherine Hayles traces the emergence of what she identifies as the postprint condition, exploring how the interweaving of print and digital technologies has changed not only books but also language, authorship, and what it means to be human.

For the past few hundred years, Western cultures have relied on print. When writing was accomplished by a quill pen, inkpot, and paper, it was easy to imagine that writing was nothing more than a means by which writers could transfer their thoughts to readers. The proliferation of technical media in the latter half of the twentieth century has revealed that the relationship between writer and reader is not so simple. From telegraphs and typewriters to wire recorders and a sweeping array of digital computing devices, the complexities of communications technology have made mediality a central concern of the twenty-first century. Despite the attention given to the development of the media landscape, relatively little is being done in our academic institutions to adjust. In Comparative Textual Media, editors N. Katherine Hayles and Jessica Pressman bring together an impressive range of essays from leading scholars to address the issue, among them Matthew Kirschenbaum on archiving in the digital era, Patricia Crain on the connection between a child’s formation of self and the possession of a book, and Mark Marino exploring how to read a digital text not for content but for traces of its underlying code. Primarily arguing for seeing print as a medium along with the scroll, electronic literature, and computer games, this volume examines the potential transformations if academic departments embraced a media framework. Ultimately, Comparative Textual Media offers new insights that allow us to understand more deeply the implications of the choices we, and our institutions, are making. Contributors: Stephanie Boluk, Vassar College; Jessica Brantley, Yale U; Patricia Crain, NYU; Adriana de Souza e Silva, North Carolina State U; Johanna Drucker, UCLA; Thomas Fulton, Rutgers U; Lisa Gitelman, New York U; William A. Johnson, Duke U; Matthew G. Kirschenbaum, U of Maryland; Patrick LeMieux; Mark C. Marino, U of Southern California; Rita Raley, U of California, Santa Barbara; John David Zuern, U of Hawai‘i at Mānoa.

With the advent of new digital communication technologies, the end of print culture once again appears to be as inevitable to some recent commentators as it did to Marshall McLuhan. This book charts the elements involved in such claims through a method that examines the iconography of materials, marks and processes of print, and in this sense acknowledges McLuhan's notion of the medium as the bearer of meaning.

Institutional repositories remain key to data storage on campus, fulfilling the academic needs of various stakeholders. Demystifying the Institutional Repository for Success is a practical guide to creating and sustaining an institutional repository through marketing, partnering, and understanding the academic needs of all stakeholders on campus. This title is divided into seven chapters, covering: traditional scholarly communication and open access publishing; the academic shift towards open access; what the successful institutional repository looks like; institutional repository collaborations and building campus relationships; building internal and external campus institutional repository relationships; the impact and value proposition of institutional repositories; and looking ahead to open access opportunities. - Presents successful and creative marketing techniques of open access benefits and repositories useful to administrators, faculty, staff, and students - Strategic campus and off-campus partnerships for garnering and archiving content, including metadata specialists, off-campus librarians, local/state collaborations, including case studies - Specific tools for overall success of users in locating repository research (search engine optimization (SEO), analyzing Google Analytics), and more

Influential writings make the case for open access to research, explore its implications, and document the early struggles and successes of the open access movement. Peter Suber has been a leading advocate for open access since 2001 and has worked full time on issues of open access since 2003. As a professor of philosophy during the early days of the internet, he realized its power and potential as a medium for scholarship. As he writes now, “it was like an asteroid crash, fundamentally changing the environment, challenging dinosaurs to adapt, and challenging all of us to figure out whether we were dinosaurs.” When Suber began putting his writings and course materials online for anyone to use for any purpose, he soon experienced the benefits of that wider exposure. In 2001, he started a newsletter—the Free Online Scholarship Newsletter, which later became the SPARC Open Access Newsletter—in which he explored the implications of open access for research and scholarship. This book offers a selection of some of Suber's most significant and influential writings on open access from 2002 to 2010. In these texts, Suber makes the case for open access to research; answers common questions, objections, and misunderstandings; analyzes policy issues; and documents the growth and evolution of open access during its most critical early decade.