Here are a few tips for reading afternoon, a story.
- Each one of the screens, which we will call “lexias,” has a title. The title is displayed at the top of the application’s window. Making notes of the titles of screens you are reading is one of the best ways to navigate the text and will be how you will have to refer to the text if you choose to write about it.
- You can advance through the hypertext’s default path by pressing “Enter” or “Return.”
- Alternatively, you can click on linked words to take a different path through the hypertext. That being said, there is no clear way to see which words are linked. If you click on a word, you will always move to a new lexia. But most of the time you will find that this word simply takes you along the default path.
- Guard fields within afternoon prevent you from accessing parts of the narrative—either by following the default path or by clicking on linked words— until you have read other parts of the narrative. It is one of the unique features of the Storyspace software.
- It is also not unusual to find yourself caught in small loops within portions of the story. Keep reading and notice differences as you go forward. Try to find a way out of the loop.
- If you click on the Back Arrow button in the toolbar or hit the “delete” key, you will move return to the previous screen. In this way, you can move backwards through what you’ve read, erasing the progress you’ve made.
- If you want to find a specific word that appears somewhere in the text, you can use Command-F to invoke the search function. Double-clicking on a lexia’s name will take you to that spot in the text.
- On each lexia, you can view the links that lead out of it by clicking on the book icon in the toolbar.
You will see the name of the link (which is not necessarily the same as the word that invokes it), and if you click on a link name and click on “Follow” (or simple double-click), you will move to the new lexia.
- Clicking on the “H” button in the toolbar will return you to the opening page of the story.
For our first class on afternoon (29 September), you should spend at least 90 minutes reading the text. Yes, I really mean that.
Don’t get lost.
As I mentioned in class, the Woodruff Library has installed copies of afternoon, a story on several different iMacs. You can read it on all the computers in the Matheson Reading Room and those in the Music and Media Library, on the fourth floor. You will need to boot the computers into the Mac operating system. When you do this, however, you will not see an icon for afternoon on the dock.
We read William Pannapacker’s essay “Big Tent Digital Humanities” for the first “real” day of class. (Ah, how young and callow we were then!) His follow-up to this article was published last week and is worth a look.
Also of note, today’s issue of The Chronicle of Higher Education features an essay on the digital humanities and its potential risks for young scholars by Kathleen Fitzpatrick, whose definition of DH (quoted by Forster) we have often referred to.
I point to these if only to demonstrate that were I writing the syllabus for the class today rather than one month ago, we might already be reading very different things.
Jessica just let me know that Emory’s Halle Institute is hosting a two-day conference on October 20-21 titled “Re-Generation: Envisioning New Relations to Media, Civics, Work, and Learning.” Of particular interest for many of you—at least based on our discussions in class—would be the keynote on Friday. Here’s a preview:
A discussion of how disruptive technology might be used to revolutionize higher education. How do technological advances afford new possibilities to experiment with the very shape, structure, and content of the university? What are some of the diverse and possibly competing visions of higher education in the twenty-first century? What does generation mean in this context?
The conference is free, but you do need to register to attend. This would be a great event to take in.
I’ve just posted instructions on adding photos and videos to your maps. I think it’s pretty clearly explained, but certainly let me know if that’s not the case.
Just a quick note to say that I’ve posted the assignment for mapping Mrs. Dalloway. As always, you can find all of the assignments here on the blog if you lose your hard copy.
So, I’ve always thought that one of the best ways to understand how the “old guard” of the humanities feels about DH is through LCD Soundsytem, specifically 1:45-2:01.
Just a quick note to remind you that the required length for your blog posts is now 300-400 words rather than the 500 words that is written on the handout I distributed in class. The assignment has been updated here on the website, however. When there is a discrepancy between the site and handouts, the site always takes precedence.