Database and Narrative

Lev Manovich notes that traditional GUI use elements of the “real” work place to make its interface more readily understandable–files for storing, a trash can for deleting, etc.  However, he notes that if elements from our physical environment first migrated into the computational sphere, now the conventions of computation are migrating back into our physical reality.  It is an essentially bidirectional movement: just as we first used elements from the physical world to understand and represent computerized space, elements from computerized space are now being used to understand and represent the physical world.  The “database” is one such conception–it is, as Manovich describes it, the “symbolic form” of the computer age, a particular way of making meaning out of the world that fundamentally opposes traditional forms of meaning-making (in particular, narrative).  In short, the fundamental idea seems to be that changes in ways of thinking are the direct result of changes in the technology we design and use.

Manovich suggests that database and narrative are “natural enemies.”  In his view, databases are non-linear while narratives are linear, and narratives focus on rigid processes of selection while at the heart of database logic lies unlimited combination and juxtaposition.  Yet the very issue of order here demonstrates how messy such distinctions can get. While an impetus to cause-effect principles may lurk in the background of any narrative, it must be said that narrative form often complicates or calls into question such chronological or teleological order. And while databases always offer the possibility of re-ordering or relocating their records, any given representation of a database must, finally, present its contents in some order.   A database needs to be able to both collect and store new data and yet retain a certain (relatively) changeless underlying structure for organizing and presenting that data.

Katherine Hayles, I think more correctly, describes these two modes (database/narrative) as symbiotic and not antagonistic. As the various authors we read point out, the human impetus to “collect data” has always been present.  We see this, for instance, in the case of Whitman and his many catalogues. But typically, the mere collection of data is only the means to an end–to a certain interpretation of that data.  And in the fundamental logic of database design itself, the selection, collection, description, organization, and presentation of a database’s contents almost always involves narrative structures, including assumptions about how the information will be manipulated and used through the interface. Narrative and database, it seems, cannot easily be disentangled.  But I do think Manovich is on to something interesting when he considers the need for an “info-aesthetic” understanding of the database itself: what happens when a database becomes not merely the means to an end but an end in itself?

Drawing upon his experience as co-editor of The Walt Whitman Archive (headquarted in my hometown of Lincoln, NE) Folsom observes that traditional notions of genre are too rigid—or have been deployed too rigidly—to do justice to the “rhizomorphous” nature of many authors, Whitman in particular. Folsom happily argues that the database resists this rigidity of traditional notions of genre; and indeed, declares that database is itself a “new genre, the genre of the twenty-first century” (1576), one that fundamentally challenges two traditional cultural forms, narrative and archive. Yet if we consider the database as a concrete form of cultural expression, I wonder if conceptually pairing it with narrative only serves to efface its own idiosyncracies.  For undoubtedly, our way of accessing narratives (e.g., reading, listening, watching) is strikingly different than our way of accessing databases.  You may browse or search information contained within a database (i.e., the metadata), but you certainly don’t read that information in the very important sense of the word in which we read (or view or listen to) more traditional literary narratives.  It seems to me that the difference is not really one of genre, but of access or engagement, and the very different positional attitudes each mode asks us to assume. Folsom does indeed point out that “Leaves of Grass as a database is a text very different from Leaves of Grass contained within covers” (1578); however, what is key is not the different ontologies of the two texts, but rather the fundamentally different experiences of engaging with them (and this is perhaps the point, for if database is to be an entirely new form of aesthetics, it cannot, and should not, simply digitally replicate the experience of reading a printed book).

 

McGann and “The Rationale of Hypertext”

In his essay, “The Rationale of Hypertext”, Jerome McGann makes the case for de-centered, hypertext editions of literary works. According to McGann, who is a textual scholar, current critical editions (editions that offer authoritative versions of texts and include critical commentary or variants) are limited by the book form: “The logical structures of the ‘critical edition’ function at the same level as the material being analyzed. As a result, the full power of the logical structures is checked and constrained by being compelled to operate in bookish format” (Radiant Textuality: Literature After the World Wide Web 56). Basically, books establish formal limits to the study of literature. Because the book determines how the scholar engages with the text, it constrains his analysis. Throughout the essay, McGann offers several examples of nontraditional texts that cannot be adequately represented in book form—poems set to music, based off pictures/paintings, or relying on the specifics of inscription/medium. In the example of Emily Dickinson, who often created her poems to fit the scraps of paper available, McGann explains that it would be difficult to combine the “facsimiles” (exact copies, or images of text) with appropriate scaffolding and criticism in a book form. The result would be too vast and unwieldy. McGann concludes that hypertext editions offer an opportunity for presenting texts in a more flexible way. He makes the comparison between hypertext editions and libraries (which are collections of texts, rather than a single text) and the internet (where information is connected through a network). He argues for presenting texts and all their variants, components, and critical materials in non-centralized form, so “when one goes to read a poetical work, no documentary state of the work is privileged over the others. All options are presented for the reader’s choice” (Radiant Textuality: Literature After the World Wide Web  73). This dramatically breaks open the traditional text to new ways of reading, and therefore, of analysis.

I have one major question about McGann’s proposal. It’s obvious from his essay that his main audience consists of other textual scholars or literary scholars in general. I’m wondering how he might present such a proposal to students of literature, or people in other disciplines? Re-reading this text (I first read it several years ago, when I was much more idealistic and less familiar with teaching), I was struck by the pedagogical implications, or lack thereof. I’m not sure how students would interact with these “non-centered” texts. How would undergraduates, especially those who don’t have much experience handling the book, or experience with literature in the first place, have the confidence to confront and navigate through the hypertext edition? How could we scaffold the experience in a way that doesn’t constrain them? To spur your thinking, I’m going to link to the Rossetti Archive which is McGann’s project. I’m also going to link to one of my favorite online editions, on Virginia Woolf’s To The Lighthouse. Both of these resources are non-centralized, and it’s up to the user to determine her engagement with them. How might today’s students (who are largely familiar with hypertext, but less so with literature) interact with these resources?

Attending the ITP skills lab on Monday, 11/6? Please bring your laptop!

To those of you attending next Monday’s (11/6) “Low Level Superpowers” lab:

If you have a personal laptop, please bring it to use during the lab. The Mac Lab where we meet has 12 computer terminals and we have a few more people than that registered–so bringing a laptop will ensure you have a machine to work on.

Thanks for your help!